Research and Enquiry in Applied Linguistics

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

• the scope and goals of applied linguistics as an academic discipline;
• the main traditions and techniques of research on language use, teaching and learning;
• how to challenge professional practice, and undertake improvement-orientated enquiry
• different approaches to knowledge, truth and the nature of research in applied linguistics;

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• identify, select and draw upon a wide range of primary and secondary sources, printed and electronic;
• communicate applied linguistic work in a variety of written formats;
• take appropriate ethical issues into account in linguistic and educational work.
• demonstrate interpersonal skills whilst working with others in the investigation of problems, and in the presentation of arguments and evidence;

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• make use of the relationship between academic, professional, public and user conceptions of language to clarify educational policy and practice;
• assess the implications of theoretical and practical developments in applied linguistics for 'real world problems' including the education professions.
• recognise the significance of alternative epistemological positions in applied linguistics and the social sciences, and their relationship with theory construction, research design, and the selection of analytical techniques;
• formulate researchable problems in applied linguistics and choose among alternative approaches to small scale applied linguistics and language classroom research;

Subject Specific Practical Skills

Having successfully completed this module you will be able to:

• Plan and carry out a small scale research investigation in the language classroom.
• use research techniques relevant for small scale applied linguistics research;

Topics covered will include:

• Applied linguistics as an Academic Discipline and Research Field
• Research Approaches in Applied Linguistics
• Theory and Data in Applied Linguistics
• Representation of Language and the Role of Transcription
• Introduction to Quantitative Methods in Applied Linguistics
• Qualitative and Ethnographic Approaches to Research in Applied Linguistics
• Research on Classroom Language
• Research Techniques in Applied Linguistics: Interviews, Observations, Surveys

Teaching and learning methods

Teaching methods include

• structured seminars for which you will prepare mainly through prior reading;
• workshops using a variety of tasks and materials;
• virtual learning environment (Blackboard).

Learning activities include

• Reflection on professional needs and articulation of personal study goals and targets;
• Identification of relevant research resources in the library and on internet;
• Group practical work e.g. trialling and evaluating different research instruments, group discussion and informal presentations;
• Individual reading;
• Design, implementation and reporting of small scale classroom investigation;
• Take appropriate ethical issues into account in linguistic and educational work.

Resources & Reading list

Textbooks

Cohen, L, Manion, L and Morrison, K (2017). Research Methods in Education. Routledge.

Richards, K., Ross, S. J., & Seedhouse, P. (2012). Research Methods for Applied Language Studies. Routledge.

Mackey, A and Gass, S M (2005). Second Language Research: Methodology and design. Lawrence Erlbaum.

Brumfit, C J & Mitchell, R F (eds) (1990). Research in the Language Classroom. Modern English Publications/Macmillan.

Bell, J (1999). Doing your research project: a guide for first-time researchers in education and social science. Buckingham: Open University Press.

Dornyei, Z (2007). Research Methods in Applied Linguistics. OUP.

Bailey, K M and Nunan, D (eds) (1996). Voices from the Language Classroom. Cambridge University Press.

Richards, K (2003). Qualitative Inquiry in TESOL. Palgrave-Macmillan.

Walsh, S. (2011). Exploring classroom discourse: language in action. Routledge.

Allwright, D and Bailey, K M (1991). Focus on the Language Classroom. Cambridge University Press.

McDonough, J and McDonough, S (1997). Research Methods for English Language Teachers. Arnold.

Nunan, D (1989). Understanding Language Classrooms: A guide for teacher-initiated action. Prentice Hall.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External