Partly considered as one category of collocations, support verb constructions (SVCs) are described as word combinations, containing a verb and a noun, where the nouns carry the whole meaning and the verbs act as a complement. Despite being very common in English, SCVs seem to be problematic for many L2 language learners. This book therefore attempts to respond to the needs of EFL learners having hard time matching the word combinations and it uses a contrastive corpus analysis methodology based on native and non-native corpora. Having been greatly inspired by Firth (1957) who contended that “you shall know a word by the company it keeps”, I have also focused the emphasis on raising awareness of the EFL learners and teachers for the importance of the role of lexical co-occurrences in understanding word meaning. Hopefully, the prospective readers will appreciate this new perspective related to the combinative nature of English language.

Action research, colloquially referred to as ‘teacher research’ in academic discourse, represents a research paradigm that has been prominently adopted in the field of education and is gradually gaining traction in Turkish academic research. The present research systematically examines postgraduate action research conducted in the Turkish educational field in recent years, including considerations of subject matter, technical characteristics, and resulting outcomes. The last part of this scholarly work outlines a participatory action research framework in line with the established characteristics elucidated in the scholarly literature. The overall aim of this literary contribution is to provide a valuable resource for educators engaged in the intricacies of action research, postgraduate students, experts within the educational sciences, and diligent researchers, thereby fostering an enriched academic discourse.

The art of teaching grew up in the schoolroom, out of inventiveness and sympathetic concrete observation. Even where (as in the case of Herbart) the advancer of the art was also a psychologist, the pedagogics and the psychology ran side by side, and the former was not derived in any sense from the latter. The two were congruent, but neither was subordinate. And so everywhere the teaching must agree with the psychology, but need not necessarily be the only kind of teaching that would so agree; for many diverse methods of teaching may equally well agree with psychological laws.

To know psychology, therefore, is absolutely no guarantee that we shall be good teachers. To advance to that result, we must have an additional endowment altogether, a happy tact and ingenuity to tell us what definite things to say and do when the pupil is before us. That ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher’s art, are things to which psychology cannot help us in the least.

The profession of teaching has long been characterised by certain habitual convictions, which Spencer undertook to shake rudely, and even to deride. The first of these convictions is that all education, physical, intellectual, and moral, must be authoritative, and need take no account of the natural wishes, tendencies, and motives of the ignorant and undeveloped child. The second dominating conviction is that to teach means to tell, or show, children what they ought to see, believe, and utter. Expositions by the teacher and books are therefore the true means of education. The third and supreme conviction is that the method of education which produced the teacher himself and the contemporary or earlier scholars, authors, and publicists, must be the righteous and sufficient method. Its fruits demonstrate its soundness, and make it sacred. Herbert Spencer, in the essays included in the present volume, assaulted all three of these firm convictions. Accordingly, the ideas on education which he put forth more than fifty years ago have penetrated educational practice very slowly particularly in England; but they are now coming to prevail in most civilised countries, and they will prevail more and more. Through him, the thoughts on education of Comenius, Montaigne, Locke, Milton, Rousseau, Pestalozzi, and other noted writers on this neglected subject are at last winning their way into practice, with the modifications or adaptations which the immense gains of the human race in knowledge and power since the nineteenth century opened have shown to be wise.

Charles W. Eliot.

1910