Second language research: methodology and design
Gespeichert in:
| Hauptverfasser: | , |
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| Format: | Buch |
| Sprache: | English |
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New York ; London
Routledge
2022
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| Ausgabe: | Third edition |
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| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xviii, 523 Seiten Diagramme Breite 152 mm, Hoehe 229 mm |
| ISBN: | 9781032036632 9781032040325 |
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| 245 | 1 | 0 | |a Second language research |b methodology and design |c Alison Mackey and Susan M. Gass |
| 250 | |a Third edition | ||
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Datensatz im Suchindex
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| adam_text | Contents Preface 1. Introduction to Research 1.1 1.2 1.3 Research Methods Different Types of Research Ethical Practices 7.3.7 7.3.2 7.3.3 1.3.4 1.3.5 1.4 Informed Consent 1.3.1.1 Sufficient Information 8 1.3.1.2 The Informed Consent Document 9 1.3.1.3 Participant Comprehension in Informed Consent 13 1.3.1.4 The Language of Informed Consent 13 1.3.1.5 Voluntary Participation and Informed Consent 15 Child Second Language Learners Issues Involved in Collecting Data Online WEIRD Populations Reporting and Anonymity Institutional Review of Human Participants Research, Compliance, and Problem-Solving 7.4.7 Purpose of Reviews and IRB Responsibilities 1.4.2 Why Guidelines to Protect Human Subjects Were Developed 1.4.3 Development of Research Codes of Ethics 1.4.4 Preparing a Protocol for the IRB 1.4.5 General Use of Protocols in Research
CONTENTS 2. 1.5 Conclusion Points to Remember More to Do and More to Think About ... Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... 29 29 31 32 38 Research Reporting, Research Questions, and Repiication 42 2.1 What Does a Research Report Look Like? 2.1.1 Quantitative Reporting 2.1.1.1 Title Page 44 2.1.1.2 Abstract 45 2.1.1.3 Introduction 46 2.1.1.4 Historical Overview 46 2.1.1.5 Major Researchers in This Area, Including Questions, Past Findings, and Controversiess 46 2.1.1.6 General Goal of the Paper 46 2.1.1.7 Research Questions/Hypotheses 47 2.1.1.8 Methods Section 48 2.1.1.9 Participants 48 2.1.1.10 Materials 48 2.1.1.11 Procedures 50 2.1.1.12 Analysis 53 2.1.1.13 Results 54 2.1.1.14 Discussion/Conclusion 56 2.1.1.15 Notes 58 2.1.1.16 References 58 2.1.1.17 Appendices 58 2.1.2 Qualitative Reporting 2.1.3 Mixed-Method Reporting 2.2 Identifying Research Questions 2.2.1 Feasibility 2.2.2 Research Questions and Hypotheses 2.3 Replication 2.4 Conclusion Points to Remember More to Do and More to Think About... Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... VI 42 43 58 59 60 64 64 68 70 70 71 72 75
CONTENTS 3. Common Data Collection Measures 78 3.1 3.2 3.3 78 79 83 83 Introduction The Significance of Data Collection Measures Researching Formal Models of Language 3.3.1 Acceptability Judgments 3.3.1.1 Materials 85 3.3.1.2 Procedures 86 3.3.2 Gradient Judgments: Magnitude Estimation 3.3.3 Elicited Imitation 3.3.4 Interpretation Tasks 3.4 Psycholinguistics-Based Research 3.4.1 Sentence Interpretation 3.4.2 Reaction Time 3.4.3 Self-Paced Reading 3.4.4 Eye-Tracking 3.4.5 Neurolinguistic Elicitation 3.5 Interaction-Based Research 3.5.1 Picture Description Tasks 3.5.2 Spot the Difference Tasks 3.5.3 Jigsaw Tasks 3.5.4 Consensus Tasks 3.5.5 Consciousness-Raising Tasks 3.5.6 Computer-Mediated Research 3.6 Strategies and Cognitive Processes 3.6.1 3.6.2 Observations Introspective Measures 3.6.2.1 Stimulated Recall 3.7 117 118 120 Naturalistic Settings 3.7.2 Elicited Narratives 3.7.2.1 Silent Film 121 3.7.2.2 Film Strips with Minimal Sound 3.7.2.3 Picture Tasks 122 3.7.2.4 Narrative Inquiry 3.8 114 116 Sociolinguistic/Pragmatics-Based Research 3.7.1 93 93 95 95 97 97 98 99 100 101 102 106 108 109 110 110 111 112 113 3.6.2.2 Think-Alouds or On-Line Tasks 3.6.2.3 Immediate Recalls 91 122 3.7.3 3.7.4 Discourse Completion Test (DCT) Role Plays 3.7.5 Video Playback for Interpretation Questionnaires and Surveys 122 123 125 125 126 vii
CONTENTS 3.9 Existing Databases 3.10 Pilot Testing 3.11 Conclusion Points to Remember More to Do and More to Think About... Notes Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About 4. 4.2 4.3 132 132 133 134 135 136 141 149 Coding 4.1 130 Preparing Data for Coding 149 4.1.1 150 Transcribing Oral Data 4.1.1.1 Transcription Conventions 150 4.1.1.2 Technology and Transcription 155 Data Coding 158 4.2.1 Scales of Measurement 4.2.2 Coding Nominal Data 4.2.3 Coding Ordinal Data 4.2.4 Coding Interval Data 159 160 Coding Systems 164 161 163 165 Common Coding Systems and Categories 4.3.1.1 T-Units 166 4.3.1.2 Suppliance in Obligatory Contexts (SOC) 167 4.3.1.3 Complexity, Accuracy, and Fluency (CAF) 169 4.3.1.4 Qualitative Coding Categories 170 4.3.2 Custom-Made Coding Systems 170 4.3.2.1 Question Formation 170 4.3.2.2 Corrective Feedback 174 4.3.2.3 Classroom Interaction 175 4.3.2.4 Second Language Writing Research 176 4.3.3 Coding Interpretive and Qualitative Data 180 4.3.7 4.4 viii Inter-Rater Reliability 181 4.4.1 182 Calculating Inter-Rater Reliability 4.4.1.1 Simple Percentage Agreement 182 4.4.1.2 Cohen’s Kappa 183 4.4.1.3 Additional Measures of Reliability 183 4.4.1.4 Good Practice Guidelines for Inter-Rater Reliability 183 4.4.1.5 How Data Are Selected for Inter-Rater Reliability Tests 184 4.4.1.6 When to Carry out Coding Reliability Checks 185
4.5 The Mechanics of Coding 4.6 Software for Coding 4.7 Conclusion Points to Remember More to Do and More to Think About... Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... 186 186 187 188 189 191 192 193 199 Research Variables, Validity, and Reliability 202 5.1 5.2 5.3 202 202 204 205 207 207 208 209 210 210 210 211 211 212 212 4.5.1 4.5.2 5.4 5.5 How Much to Code When to Make Coding Decisions Introduction Hypotheses Variable Types 5.3.1 5.3.2 5.3.3 Independent and Dependent Variables Moderator Variables Intervening Variables 5.3.4 Control Variables Operationalization Validity 5.5.1 Content Validity 5.5.2 5.5.3 5.5.4 Face Validity Construct Validity Criterion-Related Validity 5.5.5 Predictive Validity 5.5.6 Internal Validity 5.5.6.1 Participant Characteristics 214 5.5.6.2 Language Background 214 5.5.6.3 Language Learning Experience 214 5.5.6.4 Proficiency Level 215 5.5.6.5 Participant Attrition 216 5.5.6.6 Participant Inattention and Attitude 219 5.5.6.7 Participant Maturation 219 5.5.6.8 Data Collection: Location and Collector 220 5.5.6.9 Instrumentation and Test Effect 220 5.5.6.10 Equivalence Between Pre- and Posttests 221 5.5.6.11 Giving the Goal of the Study Away 222 5.5.6.12 Instructions/Questions 223 5.5.7 225 External Validity 5.5.7.1 Sampling 226
5.5.7.2 Random Sampling 226 5.5.7.3 Nonrandom Sampling 228 5.5.7.4 Representativeness and Generalizability 229 5.5.7.5 Collecting Biodata Information 230 Reliability 5.6.1 Rater Reliability 5.6.2 Instrument Reliability 5.6.2.1 Test-Retest 235 5.6.2.2 Equivalence of Forms 235 5.6.2.3 Internal Consistency 236 5.7 Conclusion Points to Remember More to Do and More to Think About ... Note Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About ... 233 234 235 Designing a Quantitative Study 257 5.6 6.1 6.2 6.3 6.4 6.5 Introduction Research Materials Intact Classes Counterbalancing Research Design Types 6.5.1 Correlational (Associational) Research 6.5.2 Experimental and Quasi-Experimental Research 6.5.2.1 Comparison Group Design 269 6.5.2.2 Control Group Design 270 6.5.3 Measuring the Effect of Treatment 6.5.3.1 Pretest/Posttest Design 271 6.5.3.2 Posttest-Only Design 273 6.5.4 Repeated Measures Design 6.5.5 Factorial Design 6.5.6 Tme-Series Design 6.5.7 One-Shot Designs 6.5.8 Research Syntheses and Meta-Analyses 6.6 Conclusion Points to Remember More to Do and More to Think About... 236 236 237 241 242 249 257 260 264 266 268 268 269 271 274 275 276 279 281 2Q2 2g2 283
CONTENTS 7. 8. Note Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... 284 285 296 Qualitative and Interpretive Research 298 7.1 7.2 Defining Qualitative and Interpretive Research Gathering Qualitative and Interpretive Data 7.2.1 Ethnographies 7.2.1.1 Advantages 306 7.2.1.2 Caveats 307 7.2.2 Case Studies 7.2.2.1 Advantages 310 7.2.2.2 Caveats 311 7.2.3 Interviews 7.2.3.1 Advantages 312 7.2.3.2 Caveats 313 7.2.4 Observations 7.2.4.1 Advantages 315 7.2.4.2 Caveats 315 7.2.5 Diaries/Journals 7.2.5.1 Advantages 317 7.2.5.2 Caveats 318 7.3 Analyzing Qualitative Data 7.3.1 Credibility, Transferability,Confirmability, and Dependability 7.3.2 Triangulation 7.3.3 The Role of Quantification inQualitative and Interpretive Research 7.4 Conclusion Points to Remember More to Do and More to Think About... Note Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... 298 303 304 Classroom Research 342 8.1 8.2 Classroom Research Contexts Common Techniques for Data Collection in Classroom Research 308 311 314 316 319 320 322 323 324 325 326 327 328 334 342 345
CONTENTS 8.2.1 345 Observations 8.2.1.1 Conducting Classroom Observations 345 8.2.1.2 Observation Procedures and Coding Schemes 350 8.2.1.3 Description of Observation Schemes 350 8.2.1.4 Caveats to Using or Modifying Existing Observation Schemes 359 Introspective Methods in Classroom Research 8.3 8.3.1 Uptake Sheets 8.3.2 Stimulated Recall 8.3.3 Diary Research in Classroom Contexts Practical Considerations in Classroom Research 8.4 8.4.1 Logistical Issues to Consider When Carrying out Classroom Research 8.4.2 Logistics 8.4.2.1 Informed Consent 372 8.4.2.2 Debriefing Participants and Facilitators 372 8.4.2.3 Ensuring Confidentiality and Minimizing Disruption 372 8.4.2.4 Data Segmentation and Coding 373 8.4.2.5 Considering the Instructional Setting 374 8.4.2.6 Summary of Logistics 375 8.5 Purposes and Types of Research Conducted in Classroom Settings 8.5.7 The Relationship between Instruction and Learning in Second Language Classrooms 8.5.2 Action Research 8.5.2.1 Definitions 379 8.5.2.2 Theory and Background to Action Research 380 8.5.2.3 Action Research in Practice 380 8.5.3 Aptitude-Treatment Interaction 8.5.4 GettingYour Footing in the Literature 8.6 Conclusion Points to Remember More to Do and More to Think About... Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... 9. хи 360 361 362 363 368 369 372 375 376 379 384 384 385 386 387 388 394 Mixed Methods 398 9.1 9.2 398 400 Introduction What Are Mixed Methods?
Why Use Mixed Methods? Types of Mixed-Methods Studies 9.4.1 Concurrent Mixed-Methods 9.4.2 Sequential Mixed-Methods Conducting a Mixed-Methods Study 9.5 9.5.1 Deciding Whether or Not to Conduct a Mixed-Methods Study 9.5.2 Planning Phase Analyzing Data from a Mixed-Methods Study 9.6 Software for Analysis 9.7 9.8 Conclusion Points to Remember More to Do and More to Think About... Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... 401 403 403 404 404 Concluding and Reporting Research 423 9.3 9.4 10.1 10.2 10.3 10.4 10.5 The Importance of Reporting Research The Final Stages in Reporting Quantitative Research 10.2.1 The Discussion 10.2.2 Limitations, Future Research, and Conclusion Sections The Final Stages in Reporting Qualitative Research Reporting Mixed-Methods Research Checklist for Completing Reports of Research 10.5.1 The Research Problem and Questions 10.5.2 The Research Hypotheses 10.5.3 The Audience 10.5.4 The Abstract 10.5.5 The Literature Review 10.5.6 The Design of the Study 10.5.7 Logistics 10.5.8 Participants 10.5.9 Data Gathering 10.5.10 Data Analysis 10.5.11 Conclusions 10.5.12 References 10.5.13 Footnotes, Endnotes, Figures, and Tables 10.5.13.1 Footnotes and Endnotes 448 10.5.13.2 Figures 448 10.5.13.3 Tables 448 10.5.14 Author’s Note/Acknowledgments 407 407 408 410 411 411 412 415 419 423 424 425 430 433 437 438 438 439 440 441 441 442 442 443 443 444 446 446 447 449
CONTENTS xiv 10.5.15 Post-Research Concerns 10.5.16 Final Touches and Formatting 10.6 Open Science 10.7 Conclusion Points to Remember More to Do and More to Think About... Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About... 449 450 451 452 452 453 455 459 Glossary References Index 463 479 514
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Contents Preface 1. Introduction to Research 1.1 1.2 1.3 Research Methods Different Types of Research Ethical Practices 7.3.7 7.3.2 7.3.3 1.3.4 1.3.5 1.4 Informed Consent 1.3.1.1 Sufficient Information 8 1.3.1.2 The Informed Consent Document 9 1.3.1.3 Participant Comprehension in Informed Consent 13 1.3.1.4 The Language of Informed Consent 13 1.3.1.5 Voluntary Participation and Informed Consent 15 Child Second Language Learners Issues Involved in Collecting Data Online WEIRD Populations Reporting and Anonymity Institutional Review of Human Participants Research, Compliance, and Problem-Solving 7.4.7 Purpose of Reviews and IRB Responsibilities 1.4.2 Why Guidelines to Protect Human Subjects Were Developed 1.4.3 Development of Research Codes of Ethics 1.4.4 Preparing a Protocol for the IRB 1.4.5 General Use of Protocols in Research
CONTENTS 2. 1.5 Conclusion Points to Remember More to Do and More to Think About . Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. 29 29 31 32 38 Research Reporting, Research Questions, and Repiication 42 2.1 What Does a Research Report Look Like? 2.1.1 Quantitative Reporting 2.1.1.1 Title Page 44 2.1.1.2 Abstract 45 2.1.1.3 Introduction 46 2.1.1.4 Historical Overview 46 2.1.1.5 Major Researchers in This Area, Including Questions, Past Findings, and Controversiess 46 2.1.1.6 General Goal of the Paper 46 2.1.1.7 Research Questions/Hypotheses 47 2.1.1.8 Methods Section 48 2.1.1.9 Participants 48 2.1.1.10 Materials 48 2.1.1.11 Procedures 50 2.1.1.12 Analysis 53 2.1.1.13 Results 54 2.1.1.14 Discussion/Conclusion 56 2.1.1.15 Notes 58 2.1.1.16 References 58 2.1.1.17 Appendices 58 2.1.2 Qualitative Reporting 2.1.3 Mixed-Method Reporting 2.2 Identifying Research Questions 2.2.1 Feasibility 2.2.2 Research Questions and Hypotheses 2.3 Replication 2.4 Conclusion Points to Remember More to Do and More to Think About. Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. VI 42 43 58 59 60 64 64 68 70 70 71 72 75
CONTENTS 3. Common Data Collection Measures 78 3.1 3.2 3.3 78 79 83 83 Introduction The Significance of Data Collection Measures Researching Formal Models of Language 3.3.1 Acceptability Judgments 3.3.1.1 Materials 85 3.3.1.2 Procedures 86 3.3.2 Gradient Judgments: Magnitude Estimation 3.3.3 Elicited Imitation 3.3.4 Interpretation Tasks 3.4 Psycholinguistics-Based Research 3.4.1 Sentence Interpretation 3.4.2 Reaction Time 3.4.3 Self-Paced Reading 3.4.4 Eye-Tracking 3.4.5 Neurolinguistic Elicitation 3.5 Interaction-Based Research 3.5.1 Picture Description Tasks 3.5.2 Spot the Difference Tasks 3.5.3 Jigsaw Tasks 3.5.4 Consensus Tasks 3.5.5 Consciousness-Raising Tasks 3.5.6 Computer-Mediated Research 3.6 Strategies and Cognitive Processes 3.6.1 3.6.2 Observations Introspective Measures 3.6.2.1 Stimulated Recall 3.7 117 118 120 Naturalistic Settings 3.7.2 Elicited Narratives 3.7.2.1 Silent Film 121 3.7.2.2 Film Strips with Minimal Sound 3.7.2.3 Picture Tasks 122 3.7.2.4 Narrative Inquiry 3.8 114 116 Sociolinguistic/Pragmatics-Based Research 3.7.1 93 93 95 95 97 97 98 99 100 101 102 106 108 109 110 110 111 112 113 3.6.2.2 Think-Alouds or On-Line Tasks 3.6.2.3 Immediate Recalls 91 122 3.7.3 3.7.4 Discourse Completion Test (DCT) Role Plays 3.7.5 Video Playback for Interpretation Questionnaires and Surveys 122 123 125 125 126 vii
CONTENTS 3.9 Existing Databases 3.10 Pilot Testing 3.11 Conclusion Points to Remember More to Do and More to Think About. Notes Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About 4. 4.2 4.3 132 132 133 134 135 136 141 149 Coding 4.1 130 Preparing Data for Coding 149 4.1.1 150 Transcribing Oral Data 4.1.1.1 Transcription Conventions 150 4.1.1.2 Technology and Transcription 155 Data Coding 158 4.2.1 Scales of Measurement 4.2.2 Coding Nominal Data 4.2.3 Coding Ordinal Data 4.2.4 Coding Interval Data 159 160 Coding Systems 164 161 163 165 Common Coding Systems and Categories 4.3.1.1 T-Units 166 4.3.1.2 Suppliance in Obligatory Contexts (SOC) 167 4.3.1.3 Complexity, Accuracy, and Fluency (CAF) 169 4.3.1.4 Qualitative Coding Categories 170 4.3.2 Custom-Made Coding Systems 170 4.3.2.1 Question Formation 170 4.3.2.2 Corrective Feedback 174 4.3.2.3 Classroom Interaction 175 4.3.2.4 Second Language Writing Research 176 4.3.3 Coding Interpretive and Qualitative Data 180 4.3.7 4.4 viii Inter-Rater Reliability 181 4.4.1 182 Calculating Inter-Rater Reliability 4.4.1.1 Simple Percentage Agreement 182 4.4.1.2 Cohen’s Kappa 183 4.4.1.3 Additional Measures of Reliability 183 4.4.1.4 Good Practice Guidelines for Inter-Rater Reliability 183 4.4.1.5 How Data Are Selected for Inter-Rater Reliability Tests 184 4.4.1.6 When to Carry out Coding Reliability Checks 185
4.5 The Mechanics of Coding 4.6 Software for Coding 4.7 Conclusion Points to Remember More to Do and More to Think About. Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. 186 186 187 188 189 191 192 193 199 Research Variables, Validity, and Reliability 202 5.1 5.2 5.3 202 202 204 205 207 207 208 209 210 210 210 211 211 212 212 4.5.1 4.5.2 5.4 5.5 How Much to Code When to Make Coding Decisions Introduction Hypotheses Variable Types 5.3.1 5.3.2 5.3.3 Independent and Dependent Variables Moderator Variables Intervening Variables 5.3.4 Control Variables Operationalization Validity 5.5.1 Content Validity 5.5.2 5.5.3 5.5.4 Face Validity Construct Validity Criterion-Related Validity 5.5.5 Predictive Validity 5.5.6 Internal Validity 5.5.6.1 Participant Characteristics 214 5.5.6.2 Language Background 214 5.5.6.3 Language Learning Experience 214 5.5.6.4 Proficiency Level 215 5.5.6.5 Participant Attrition 216 5.5.6.6 Participant Inattention and Attitude 219 5.5.6.7 Participant Maturation 219 5.5.6.8 Data Collection: Location and Collector 220 5.5.6.9 Instrumentation and Test Effect 220 5.5.6.10 Equivalence Between Pre- and Posttests 221 5.5.6.11 Giving the Goal of the Study Away 222 5.5.6.12 Instructions/Questions 223 5.5.7 225 External Validity 5.5.7.1 Sampling 226
5.5.7.2 Random Sampling 226 5.5.7.3 Nonrandom Sampling 228 5.5.7.4 Representativeness and Generalizability 229 5.5.7.5 Collecting Biodata Information 230 Reliability 5.6.1 Rater Reliability 5.6.2 Instrument Reliability 5.6.2.1 Test-Retest 235 5.6.2.2 Equivalence of Forms 235 5.6.2.3 Internal Consistency 236 5.7 Conclusion Points to Remember More to Do and More to Think About . Note Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About . 233 234 235 Designing a Quantitative Study 257 5.6 6.1 6.2 6.3 6.4 6.5 Introduction Research Materials Intact Classes Counterbalancing Research Design Types 6.5.1 Correlational (Associational) Research 6.5.2 Experimental and Quasi-Experimental Research 6.5.2.1 Comparison Group Design 269 6.5.2.2 Control Group Design 270 6.5.3 Measuring the Effect of Treatment 6.5.3.1 Pretest/Posttest Design 271 6.5.3.2 Posttest-Only Design 273 6.5.4 Repeated Measures Design 6.5.5 Factorial Design 6.5.6 Tme-Series Design 6.5.7 One-Shot Designs 6.5.8 Research Syntheses and Meta-Analyses 6.6 Conclusion Points to Remember More to Do and More to Think About. 236 236 237 241 242 249 257 260 264 266 268 268 269 271 274 275 276 279 281 2Q2 2g2 283
CONTENTS 7. 8. Note Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. 284 285 296 Qualitative and Interpretive Research 298 7.1 7.2 Defining Qualitative and Interpretive Research Gathering Qualitative and Interpretive Data 7.2.1 Ethnographies 7.2.1.1 Advantages 306 7.2.1.2 Caveats 307 7.2.2 Case Studies 7.2.2.1 Advantages 310 7.2.2.2 Caveats 311 7.2.3 Interviews 7.2.3.1 Advantages 312 7.2.3.2 Caveats 313 7.2.4 Observations 7.2.4.1 Advantages 315 7.2.4.2 Caveats 315 7.2.5 Diaries/Journals 7.2.5.1 Advantages 317 7.2.5.2 Caveats 318 7.3 Analyzing Qualitative Data 7.3.1 Credibility, Transferability,Confirmability, and Dependability 7.3.2 Triangulation 7.3.3 The Role of Quantification inQualitative and Interpretive Research 7.4 Conclusion Points to Remember More to Do and More to Think About. Note Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. 298 303 304 Classroom Research 342 8.1 8.2 Classroom Research Contexts Common Techniques for Data Collection in Classroom Research 308 311 314 316 319 320 322 323 324 325 326 327 328 334 342 345
CONTENTS 8.2.1 345 Observations 8.2.1.1 Conducting Classroom Observations 345 8.2.1.2 Observation Procedures and Coding Schemes 350 8.2.1.3 Description of Observation Schemes 350 8.2.1.4 Caveats to Using or Modifying Existing Observation Schemes 359 Introspective Methods in Classroom Research 8.3 8.3.1 Uptake Sheets 8.3.2 Stimulated Recall 8.3.3 Diary Research in Classroom Contexts Practical Considerations in Classroom Research 8.4 8.4.1 Logistical Issues to Consider When Carrying out Classroom Research 8.4.2 Logistics 8.4.2.1 Informed Consent 372 8.4.2.2 Debriefing Participants and Facilitators 372 8.4.2.3 Ensuring Confidentiality and Minimizing Disruption 372 8.4.2.4 Data Segmentation and Coding 373 8.4.2.5 Considering the Instructional Setting 374 8.4.2.6 Summary of Logistics 375 8.5 Purposes and Types of Research Conducted in Classroom Settings 8.5.7 The Relationship between Instruction and Learning in Second Language Classrooms 8.5.2 Action Research 8.5.2.1 Definitions 379 8.5.2.2 Theory and Background to Action Research 380 8.5.2.3 Action Research in Practice 380 8.5.3 Aptitude-Treatment Interaction 8.5.4 GettingYour Footing in the Literature 8.6 Conclusion Points to Remember More to Do and More to Think About. Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. 9. хи 360 361 362 363 368 369 372 375 376 379 384 384 385 386 387 388 394 Mixed Methods 398 9.1 9.2 398 400 Introduction What Are Mixed Methods?
Why Use Mixed Methods? Types of Mixed-Methods Studies 9.4.1 Concurrent Mixed-Methods 9.4.2 Sequential Mixed-Methods Conducting a Mixed-Methods Study 9.5 9.5.1 Deciding Whether or Not to Conduct a Mixed-Methods Study 9.5.2 Planning Phase Analyzing Data from a Mixed-Methods Study 9.6 Software for Analysis 9.7 9.8 Conclusion Points to Remember More to Do and More to Think About. Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. 401 403 403 404 404 Concluding and Reporting Research 423 9.3 9.4 10.1 10.2 10.3 10.4 10.5 The Importance of Reporting Research The Final Stages in Reporting Quantitative Research 10.2.1 The Discussion 10.2.2 Limitations, Future Research, and Conclusion Sections The Final Stages in Reporting Qualitative Research Reporting Mixed-Methods Research Checklist for Completing Reports of Research 10.5.1 The Research Problem and Questions 10.5.2 The Research Hypotheses 10.5.3 The Audience 10.5.4 The Abstract 10.5.5 The Literature Review 10.5.6 The Design of the Study 10.5.7 Logistics 10.5.8 Participants 10.5.9 Data Gathering 10.5.10 Data Analysis 10.5.11 Conclusions 10.5.12 References 10.5.13 Footnotes, Endnotes, Figures, and Tables 10.5.13.1 Footnotes and Endnotes 448 10.5.13.2 Figures 448 10.5.13.3 Tables 448 10.5.14 Author’s Note/Acknowledgments 407 407 408 410 411 411 412 415 419 423 424 425 430 433 437 438 438 439 440 441 441 442 442 443 443 444 446 446 447 449
CONTENTS xiv 10.5.15 Post-Research Concerns 10.5.16 Final Touches and Formatting 10.6 Open Science 10.7 Conclusion Points to Remember More to Do and More to Think About. Sample Responses: Time to Think and Time to Do Sample Responses: More to Do and More to Think About. 449 450 451 452 452 453 455 459 Glossary References Index 463 479 514 |
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| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
| discipline_str_mv | Pädagogik Sprachwissenschaft Literaturwissenschaft |
| edition | Third edition |
| format | Book |
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| id | DE-604.BV047300643 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T17:23:21Z |
| indexdate | 2024-07-10T09:08:13Z |
| institution | BVB |
| isbn | 9781032036632 9781032040325 |
| language | English |
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| spelling | Mackey, Alison 1966- Verfasser (DE-588)138763682 aut Second language research methodology and design Alison Mackey and Susan M. Gass Third edition New York ; London Routledge 2022 xviii, 523 Seiten Diagramme Breite 152 mm, Hoehe 229 mm txt rdacontent n rdamedia nc rdacarrier Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Forschungsmethode (DE-588)4155046-8 gnd rswk-swf Sprachlehrforschung (DE-588)4126765-5 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 s Sprachlehrforschung (DE-588)4126765-5 s Forschungsmethode (DE-588)4155046-8 s DE-604 Gass, Susan M. 1943- Verfasser (DE-588)121608840 aut Erscheint auch als Online-Ausgabe 978-1-003-18841-4 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032703811&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Mackey, Alison 1966- Gass, Susan M. 1943- Second language research methodology and design Fremdsprachenlernen (DE-588)4071461-5 gnd Forschungsmethode (DE-588)4155046-8 gnd Sprachlehrforschung (DE-588)4126765-5 gnd |
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| title | Second language research methodology and design |
| title_auth | Second language research methodology and design |
| title_exact_search | Second language research methodology and design |
| title_exact_search_txtP | Second language research methodology and design |
| title_full | Second language research methodology and design Alison Mackey and Susan M. Gass |
| title_fullStr | Second language research methodology and design Alison Mackey and Susan M. Gass |
| title_full_unstemmed | Second language research methodology and design Alison Mackey and Susan M. Gass |
| title_short | Second language research |
| title_sort | second language research methodology and design |
| title_sub | methodology and design |
| topic | Fremdsprachenlernen (DE-588)4071461-5 gnd Forschungsmethode (DE-588)4155046-8 gnd Sprachlehrforschung (DE-588)4126765-5 gnd |
| topic_facet | Fremdsprachenlernen Forschungsmethode Sprachlehrforschung |
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