Research and Enquiry in Applied Linguistics

Learning Outcomes

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• formulate researchable problems in applied linguistics and choose among alternative approaches to small scale applied linguistics and language classroom research;
• 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;
• assess the implications of theoretical and practical developments in applied linguistics for 'real world problems' including the education professions.

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;

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• communicate applied linguistic work in a variety of written formats;
• 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.
• identify, select and draw upon a wide range of primary and secondary sources, printed and electronic;

Knowledge and Understanding

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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