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The University of Southampton

LING6059 Research and Enquiry in Applied Linguistics (for MSc Social Research Methods)

Module Overview

In this module, we explore some key concepts and ‘ways of knowing’ which are central to taking a research perspective on language learning and language teaching: the nature of theory, data, ‘truth’, idealisation, modelling, falsification etc. NB: This module is a 5 ECTS version of the module LING6001 Research and Enquiry in Applied Linguistics, and should only be taken by students on MSc Social Research Methods.

Aims and Objectives

Learning Outcomes

Knowledge and Understanding

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

  • The goals of applied linguistic research
  • The main traditions of research on language teaching and learning;
  • A comparative perspective on language education policy and practice
  • How to challenge professional practice, and undertake improvement-orientated enquiry
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • 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 language classrooms, and choose among alternative approaches to small scale classroom research;
  • Assess the implications of theoretical and practical developments in applied linguistics for the education professions.
  • Use research techniques relevant for small scale applied linguistics research
  • Plan and carry out a small scale research investigation in the language classroom.
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Communicate applied linguistic work in a variety of written formats
  • Identify, select and draw upon a wide range of primary and secondary sources, printed and electronic
  • Develop and maintain a personal bibliography
  • Use information technology appropriately to present your research;
  • Demonstrate interpersonal skills whilst working with others in the investigation of problems, and in the presentation of arguments and evidence;
  • Take appropriate ethical issues into account in linguistic and educational work


In the first part of the module, we explore some key concepts and ‘ways of knowing’ which are central to taking a research perspective on language learning and language teaching: the nature of theory, data, ‘truth’, idealisation, modelling, falsification etc. In the second part of the module, we study rationales for language classroom research, and a range of research approaches which have been adopted for classroom research, including systematic observation, ethnography, teaching experiments, and action research. Students also gain practice in using a number of specific research techniques (e.g. observation, interview, questionnaire design), and in reading the research literature. The first group of classes provide you with an introduction to the epistemological underpinnings for applied linguistics research, and engages you in a series of workshop activities which give you experience of building and critiquing theoretical models, analysing and comparing everyday, professional and academic knowledge, reflecting on educational traditions represented by members of the group, and articulating personal targets for research and enquiry. The second group of classes provide a systematic introduction to a range of research paradigms and techniques relevant to applied linguistics.

Learning and Teaching

Teaching and learning methods

Teaching methods include: • structured seminars for which you will prepare mainly through prior reading; • practical 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.

Completion of assessment task20
Wider reading or practice20
Preparation for scheduled sessions12
Total study time100

Resources & Reading list

Richards, K (2003). Qualitative Inquiry in TESOL.. 

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

Ellis, R and Barkhuizen G. (2005). Analysing Learner Language. 

Hinkel, E ed (2005). Methods in second language research. Part II. Handbook of Research in Second Language Teaching and Learning. .

Brown, J D (1988). Understanding Research in Second Language Learning: A Teacher’s Guide to Statistics and Research Design. 

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

Brumfit, C and Mitchell, R eds (1990). Research in the Language Classroom. 

Bell, J (2010). Doing your Research Project: A guide for first-time researchers in education, health and social science.. 

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

Brown, J D and Rodgers T S (2002). Doing Second Language Research. 

Cohen, L, Manion, L and Morrison, K (2011). Research Methods in Education. 

Mackey, A and Gass, S M. Second Language Research: Methodology and design. 



MethodPercentage contribution
Research project  (3000 words) 100%


MethodPercentage contribution
Research project  (3000 words) 100%

Repeat Information

Repeat type: Internal & External

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