Roger Barnard is an Associate Professor in Applied Linguistics at the University of Waikato, New Zealand. His recent publications include Researching Language Teacher Cognition and Practice (2012, edited with Anne Burns) and Creating Classroom Communities of Learning (2009, edited with Maria Torres-Guzman).Anne Burns holds professorial positions at Aston University, Birmingham, and the University of New South Wales, Sydney. She is also an Honorary Professor at the University of Sydney and a Visiting Professor at the University of Stockholm. She is known for her work in action research, teacher education, and the theory and practice of teaching speaking.

The greatest value of the book goes beyond the discussion on how to research language teacher cognition; it is a quest to answer the question: How can we better study this specific domain despite the methodological challenges? It is a noble pursuit.

• Foreword - Viv Edwards Introduction - Roger Barnard and Anne Burns Methodological Analysis - Simon Borg Ch 1: Questionnaire Case study: Judy Ng Commentary: J.D. Brown Ch 2: Narrative Frames Case study: Nguyen Gia Viet Commentary: Martin Bygate Ch 3: Focus Groups Case study: Andrew Gladman Commentary: Donald Freeman Ch 4: Interview Case study: Le Van Canh Commentary: Alan Maley Ch 5: Observation Case study: Simon Humphries Commentary: Jerry Gebhard Ch 6: Think Aloud Case study: Jinrui Li Commentary: Thomas Farrell Ch 7: Stimulated Recall Case study: Jonathon Ryan Commentary: Susan Gass Ch 8: Oral Reflective Journals Case study: Jenny Field Commentary: Jill Burton Final Thoughts - Anne Burns and Roger Barnard

Roger Barnard is an Associate Professor in Applied Linguistics at the University of Waikato, New Zealand. His recent publications include Researching Language Teacher Cognition and Practice (2012, edited with Anne Burns) and Creating Classroom Communities of Learning (2009, edited with Maria Torres-Guzman).Anne Burns holds professorial positions at Aston University, Birmingham, and the University of New South Wales, Sydney. She is also an Honorary Professor at the University of Sydney and a Visiting Professor at the University of Stockholm. She is known for her work in action research, teacher education, and the theory and practice of teaching speaking.

The greatest value of the book goes beyond the discussion on how to research language teacher cognition; it is a quest to answer the question: How can we better study this specific domain despite the methodological challenges? It is a noble pursuit.

• Foreword - Viv Edwards Introduction - Roger Barnard and Anne Burns Methodological Analysis - Simon Borg Ch 1: Questionnaire Case study: Judy Ng Commentary: J.D. Brown Ch 2: Narrative Frames Case study: Nguyen Gia Viet Commentary: Martin Bygate Ch 3: Focus Groups Case study: Andrew Gladman Commentary: Donald Freeman Ch 4: Interview Case study: Le Van Canh Commentary: Alan Maley Ch 5: Observation Case study: Simon Humphries Commentary: Jerry Gebhard Ch 6: Think Aloud Case study: Jinrui Li Commentary: Thomas Farrell Ch 7: Stimulated Recall Case study: Jonathon Ryan Commentary: Susan Gass Ch 8: Oral Reflective Journals Case study: Jenny Field Commentary: Jill Burton Final Thoughts - Anne Burns and Roger Barnard

Roger Barnard is an Associate Professor in Applied Linguistics at the University of Waikato, New Zealand. His recent publications include Researching Language Teacher Cognition and Practice (2012, edited with Anne Burns) and Creating Classroom Communities of Learning (2009, edited with Maria Torres-Guzman).Anne Burns holds professorial positions at Aston University, Birmingham, and the University of New South Wales, Sydney. She is also an Honorary Professor at the University of Sydney and a Visiting Professor at the University of Stockholm. She is known for her work in action research, teacher education, and the theory and practice of teaching speaking.

The greatest value of the book goes beyond the discussion on how to research language teacher cognition; it is a quest to answer the question: How can we better study this specific domain despite the methodological challenges? It is a noble pursuit.

• Foreword - Viv Edwards Introduction - Roger Barnard and Anne Burns Methodological Analysis - Simon Borg Ch 1: Questionnaire Case study: Judy Ng Commentary: J.D. Brown Ch 2: Narrative Frames Case study: Nguyen Gia Viet Commentary: Martin Bygate Ch 3: Focus Groups Case study: Andrew Gladman Commentary: Donald Freeman Ch 4: Interview Case study: Le Van Canh Commentary: Alan Maley Ch 5: Observation Case study: Simon Humphries Commentary: Jerry Gebhard Ch 6: Think Aloud Case study: Jinrui Li Commentary: Thomas Farrell Ch 7: Stimulated Recall Case study: Jonathon Ryan Commentary: Susan Gass Ch 8: Oral Reflective Journals Case study: Jenny Field Commentary: Jill Burton Final Thoughts - Anne Burns and Roger Barnard