Module overview
In this module, we explore some key concepts and ‘ways of knowing’ which are central to taking a research perspective on language use, learning and teaching: the nature of theory, data, ‘truth’, idealisation, modelling, falsification etc.
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- 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;
- identify, select and draw upon a wide range of primary and secondary sources, printed and electronic;
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- 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;
- make use of the relationship between academic, professional, public and user conceptions of language to clarify educational policy and practice;
- formulate researchable problems in applied linguistics and choose among alternative approaches to small scale applied linguistics and language classroom research;
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- different approaches to knowledge, truth and the nature of research in applied linguistics;
- the scope and goals of applied linguistics as an academic discipline;
- how to challenge professional practice, and undertake improvement-orientated enquiry
- the main traditions and techniques of research on language use, teaching and learning;
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- use research techniques relevant for small scale applied linguistics research;
- Plan and carry out a small scale research investigation in the language classroom.
Syllabus
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
Learning and Teaching
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.
Type | Hours |
---|---|
Teaching | 40 |
Independent Study | 110 |
Total study time | 150 |
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.
Brumfit, C J & Mitchell, R F (eds) (1990). Research in the Language Classroom. Modern English Publications/Macmillan.
McDonough, J and McDonough, S (1997). Research Methods for English Language Teachers. Arnold.
Walsh, S. (2011). Exploring classroom discourse: language in action. Routledge.
Bailey, K M and Nunan, D (eds) (1996). Voices from the Language Classroom. Cambridge University Press.
Allwright, D and Bailey, K M (1991). Focus on the Language Classroom. Cambridge University Press.
Richards, K (2003). Qualitative Inquiry in TESOL. Palgrave-Macmillan.
Nunan, D (1989). Understanding Language Classrooms: A guide for teacher-initiated action. Prentice Hall.
Dornyei, Z (2007). Research Methods in Applied Linguistics. OUP.
Mackey, A and Gass, S M (2005). Second Language Research: Methodology and design. Lawrence Erlbaum.
Bell, J (1999). Doing your research project: a guide for first-time researchers in education and social science. Buckingham: Open University Press.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Research project | 60% |
Research review | 40% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Coursework | 100% |
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.
Method | Percentage contribution |
---|---|
Coursework | 100% |
Repeat Information
Repeat type: Internal & External