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
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;
- Formulate researchable problems in language classrooms, and choose among alternative approaches to small scale classroom research;
- Plan and carry out a small scale research investigation in the language classroom.
- Make use of the relationship between academic, professional, public and user conceptions of language to clarify educational policy and practice;
- Use research techniques relevant for small scale applied linguistics research
- Assess the implications of theoretical and practical developments in applied linguistics for the education professions.
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.
- Different approaches to knowledge, truth and the nature of research in applied linguistics.
- How to challenge professional practice, and undertake improvement-orientated enquiry
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Take appropriate ethical issues into account in linguistic and educational work
- 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
- Use information technology appropriately to present your research;
- Develop and maintain a personal bibliography
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;
- 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.
- Take appropriate ethical issues into account in linguistic and educational work
Type | Hours |
---|---|
Wider reading or practice | 30 |
Preparation for scheduled sessions | 12 |
Seminar | 14 |
Lecture | 24 |
Completion of assessment task | 20 |
Total study time | 100 |
Resources & Reading list
Journal Articles
Hinkel, E ed (2005). Methods in second language research. Part II. Handbook of Research in Second Language Teaching and Learning.
Textbooks
Allwright, D and Bailey, K M (1991). Focus on the Language Classroom. Cambridge University Press.
Richards, K (2003). Qualitative Inquiry in TESOL.. Palgrave-Macmillan..
Walsh, S. (2011). Exploring classroom discourse: language in action. Abingdon: Oxon Routledge.
Dornyei, Z (2007). Research Methods in Applied Linguistics. Oxford University Press.
Cohen, L, Manion, L and Morrison, K (2017). Research Methods in Education. Routledge.
Brown, J D and Rodgers T S (2002). Doing Second Language Research. Oxford University Press.
Brown, J D (1988). Understanding Research in Second Language Learning: A Teacher’s Guide to Statistics and Research Design. Cambridge University Press.
Brumfit, C and Mitchell, R eds (1990). Research in the Language Classroom. Modern English Publications.
Ellis, R and Barkhuizen G. (2005). Analysing Learner Language. Oxford University Press.
Bell, J (2010). Doing your Research Project: A guide for first-time researchers in education, health and social science.. Open University Press..
Mackey, A and Gass, S M. Second Language Research: Methodology and design. Lawrence Erlbaum..
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Research project | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Research project | 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