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Second Language Research: Methodology and Design 3rd edition [Pehme köide]

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(Georgetown University, USA), (Michigan State University, USA)
  • Formaat: Paperback / softback, 542 pages, kõrgus x laius: 229x152 mm, kaal: 940 g, 22 Line drawings, black and white; 6 Halftones, black and white; 28 Illustrations, black and white
  • Ilmumisaeg: 30-Sep-2021
  • Kirjastus: Routledge
  • ISBN-10: 103203663X
  • ISBN-13: 9781032036632
Teised raamatud teemal:
Second Language Research: Methodology and Design 3rd editionSuurem pilt
  • Formaat: Paperback / softback, 542 pages, kõrgus x laius: 229x152 mm, kaal: 940 g, 22 Line drawings, black and white; 6 Halftones, black and white; 28 Illustrations, black and white
  • Ilmumisaeg: 30-Sep-2021
  • Kirjastus: Routledge
  • ISBN-10: 103203663X
  • ISBN-13: 9781032036632
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781032036632.html
Märksõnad:

Second Language Research: Methodology and Design is a clear, comprehensive overview of core issues in L2 research. Authored by the foremost scholars in SLA and supported by a wealth of examples from actual studies and extensive pedagogical resources, this book first introduces students to the key topics and debates in L2 research.



Second Language Research: Methodology and Design is a clear, comprehensive overview of cure issues in L2 research. Authored by well-known scholars in SLA and supported by a wealth of examples from actual studies and extensive pedagogical resources, this book first introduces students to the key topics and debates in L2 research. It then guides readers step-by step through the research process – from basic principles and collection methods through study design, and reporting – to the point of being able to conduct their own research from beginning to end. This book is an essential text for students and novice researchers of SLA, applied linguistics, and second and foreign language teaching.

Key Features

  • A wealth of graphics, visuals and exercises in each chapter.

  • "Time to think" and "Time to do" boxes within chapters

  • Helpful glossary and extensive author and subject indices

New to This Edition

  • Substantially reorganized chapters

  • Significantly expanded chapters on qualitative and mixed methods

  • Substantive revised material on computer/technology-based research

    • Discusses a variety of new software packages and databases, including video-mediated technology and games

    • Discusses the Open Science Movement

  • Expanded coverage of corpora, processing, and psycholinguistics-based research

  • Updated references throughout

Preface xv
1 Introduction to Research 1(41)
1.1 Research Methods
2(1)
1.2 Different Types of Research
3(4)
1.3 Ethical Practices
7(17)
1.3.1 Informed Consent
7(9)
1.3.1.1 Sufficient Information
8(1)
1.3.1.2 The Informed Consent Document
9(4)
1.3.1.3 Participant Comprehension in Informed Consent
13(1)
1.3.1.4 The Language of Informed Consent
13(2)
1.3.1.5 Voluntary Participation and Informed Consent
15(1)
1.3.2 Child Second Language Learners
16(1)
1.3.3 Issues Involved in Collecting Data Online
17(3)
1.3.4 WEIRD Populations
20(1)
1.3.5 Reporting and Anonymity
21(3)
1.4 Institutional Review of Human Participants Research, Compliance, and Problem-Solving
24(5)
1.4.1 Purpose of Reviews and IRB Responsibilities
24(2)
1.4.2 Why Guidelines to Protect Human Subjects Were Developed
26(1)
1.4.3 Development of Research Codes of Ethics
26(1)
1.4.4 Preparing a Protocol for the IRB
27(1)
1.4.5 General Use of Protocols in Research
28(1)
1.5 Conclusion
29(1)
Points to Remember
29(2)
More to Do and More to Think About...
31(1)
Sample Responses: Time to Think and Time to Do
32(6)
Sample Responses: More to Do and More to Think About...
38(4)
2 Research Reporting, Research Questions, and Replication 42(36)
2.1 What Does a Research Report Look Like?
42(18)
2.1.1 Quantitative Reporting
43(15)
2.1.1.1 Title Page
44(1)
2.1.1.2 Abstract
45(1)
2.1.1.3 Introduction
46(1)
2.1.1.4 Historical Overview
46(1)
2.1.1.5 Major Researchers in This Area, Including Questions, Past Findings, and Controversiess
46(1)
2.1.1.6 General Goal of the Paper
46(1)
2.1.1.7 Research Questions/Hypotheses
47(1)
2.1.1.8 Methods Section
48(1)
2.1.1.9 Participants
48(1)
2.1.1.10 Materials
48(2)
2.1.1.11 Procedures
50(3)
2.1.1.12 Analysis
53(1)
2.1.1.13 Results
54(2)
2.1.1.14 Discussion/Conclusion
56(2)
2.1.1.15 Notes
58(1)
2.1.1.16 References
58(1)
2.1.1.17 Appendices
58(1)
2.1.2 Qualitative Reporting
58(1)
2.1.3 Mixed-Method Reporting
59(1)
2.2 Identifying Research Questions
60(8)
2.2.1 Feasibility
64(1)
2.2.2 Research Questions and Hypotheses
64(4)
2.3 Replication
68(2)
2.4 Conclusion
70(1)
Points to Remember
70(1)
More to Do and More to Think About...
71(1)
Sample Responses: Time to Think and Time to Do
72(3)
Sample Responses: More to Do and More to Think About...
75(3)
3 Common Data Collection Measures 78(71)
3.1 Introduction
78(1)
3.2 The Significance of Data Collection Measures
79(4)
3.3 Researching Formal Models of Language
83(12)
3.3.1 Acceptability Judgments
83(8)
3.3.1.1 Materials
85(1)
3.3.1.2 Procedures
86(5)
3.3.2 Gradient Judgments: Magnitude Estimation
91(4)
3.3.3 Elicited Imitation
93(1)
3.3.4 Interpretation Tasks
93(2)
3.4 Psycholinguistics-Based Research
95(5)
3.4.1 Sentence Interpretation
95(2)
3.4.2 Reaction Time
97(1)
3.4.3 Self-Paced Reading
97(1)
3.4.4 Eye-Tracking
98(1)
3.4.5 Neurolinguistic Elicitation
99(1)
3.5 Interaction-Based Research
100(10)
3.5.1 Picture Description Tasks
101(1)
3.5.2 Spot the Difference Tasks
102(4)
3.5.3 Jigsaw Tasks
106(2)
3.5.4 Consensus Tasks
108(1)
3.5.5 Consciousness-Raising Tasks
109(1)
3.5.6 Computer-Mediated Research
110(1)
3.6 Strategies and Cognitive Processes
110(7)
3.6.1 Observations
111(1)
3.6.2 Introspective Measures
112(5)
3.6.2.1 Stimulated Recall
113(1)
3.6.2.2 Think-Alouds or On-Line Tasks
114(2)
3.6.2.3 Immediate Recalls
116(1)
3.7 Sociolinguistic/Pragmatics-Based Research
117(9)
3.7.1 Naturalistic Settings
118(2)
3.7.2 Elicited Narratives
120(3)
3.7.2.1 Silent Film
121(1)
3.7.2.2 Film Strips with Minimal Sound
122(1)
3.7.2.3 Picture Tasks
122(1)
3.7.2.4 Narrative Inquiry
122(1)
3.7.3 Discourse Completion Test (DC7)
123(2)
3.7.4 Role Plays
125(1)
3.7.5 Video Playback for Interpretation
125(1)
3.8 Questionnaires and Surveys
126(4)
3.9 Existing Databases
130(2)
3.10 Pilot Testing
132(1)
3.11 Conclusion
132(1)
Points to Remember
133(1)
More to Do and More to Think About...
134(1)
Notes
135(1)
Sample Responses: Time to Think and Time to Do
136(5)
Sample Responses: More to Do and More to Think About...
141(8)
4 Coding 149(53)
4.1 Preparing Data for Coding
149(9)
4.1.1 Transcribing Oral Data
150(8)
4.1.1.1 Transcription Conventions
150(5)
4.1.1.2 Technology and Transcription
155(3)
4.2 Data Coding
158(6)
4.2.1 Scales of Measurement
159(1)
4.2.2 Coding Nominal Data
160(1)
4.2.3 Coding Ordinal Data
161(2)
4.2.4 Coding Interval Data
163(1)
4.3 Coding Systems
164(17)
4.3.1 Common Coding Systems and Categories
165(5)
4.3.1.1 T-Units
166(1)
4.3.1.2 Suppliance in Obligatory Contexts (SOC)
167(2)
4.3.1.3 Complexity, Accuracy, and Fluency (CAF)
169(1)
4.3.1.4 Qualitative Coding Categories
170(1)
4.3.2 Custom-Made Coding Systems
170(10)
4.3.2.1 Question Formation
170(4)
4.3.2.2 Corrective Feedback
174(1)
4.3.2.3 Classroom Interaction
175(1)
4.3.2.4 Second Language Writing Research
176(4)
4.3.3 Coding Interpretive and Qualitative Data
180(1)
4.4 Inter-Rater Reliability
181(5)
4.4.1 Calculating Inter-Rater Reliability
182(4)
4.4.1.1 Simple Percentage Agreement
182(1)
4.4.1.2 Cohen's Kappa
183(1)
4.4.1.3 Additional Measures of Reliability
183(1)
4.4.1.4 Good Practice Guidelines for Inter-Rater Reliability
183(1)
4.4.1.5 How Data Are Selected for Inter-Rater Reliability Tests
184(1)
4.4.1.6 When to Carry out Coding Reliability Checks
185(1)
4.5 The Mechanics of Coding
186(2)
4.5.1 How Much to Code
186(1)
4.5.2 When to Make Coding Decisions
187(1)
4.6 Software for Coding
188(1)
4.7 Conclusion
189(2)
Points to Remember
191(1)
More to Do and More to Think About...
192(1)
Sample Responses: Time to Think and Time to Do
193(6)
Sample Responses: More to Do and More to Think About...
199(3)
5 Research Variables, Validity, and Reliability 202(55)
5.1 Introduction
202(1)
5.2 Hypotheses
202(2)
5.3 Variable Types
204(5)
5.3.1 Independent and Dependent Variables
205(2)
5.3.2 Moderator Variables
207(1)
5.3.3 Intervening Variables
207(1)
5.3.4 Control Variables
208(1)
5.4 Operationalization
209(1)
5.5 Validity
210(23)
5.5.1 Content Validity
210(1)
5.5.2 Face Validity
210(1)
5.5.3 Construct Validity
211(1)
5.5.4 Criterion-Related Validity
211(1)
5.5.5 Predictive Validity
212(1)
5.5.6 Internal Validity
212(13)
5.5.6.1 Participant Characteristics
214(1)
5.5.6.2 Language Background
214(1)
5.5.6.3 Language Learning Experience
214(1)
5.5.6.4 Proficiency Level
215(1)
5.5.6.5 Participant Attrition
216(3)
5.5.6.6 Participant Inattention and Attitude
219(1)
5.5.6.7 Participant Maturation
219(1)
5.5.6.8 Data Collection: Location and Collector
220(1)
5.5.6.9 Instrumentation and Test Effect
220(1)
5.5.6.10 Equivalence Between Pre- and Posttests
221(1)
5.5.6.11 Giving the Goal of the Study Away
222(1)
5.5.6.12 Instructions/Questions
223(2)
5.5.7 External Validity
225(8)
5.5.7.1 Sampling
226(1)
5.5.7.2 Random Sampling
226(2)
5.5.7.3 Nonrandom Sampling
228(1)
5.5.7.4 Representativeness and Generalizability
229(1)
5.5.7.5 Collecting Biodata Information
230(3)
5.6 Reliability
233(3)
5.6.1 Rater Reliability
234(1)
5.6.2 Instrument Reliability
235(33)
5.6.2.1 Test-Retest
235(1)
5.6.2.2 Equivalence of Forms
235(1)
5.6.2.3 Internal Consistency
236(1)
5.7 Conclusion
236(1)
Points to Remember
236(1)
More to Do and More to Think About...
237(4)
Note
241(1)
Sample Responses: Time to Think and Time to Do
242(7)
Sample Responses: More to Do and More to Think About...
249(8)
6 Designing a Quantitative Study 257(41)
6.1 Introduction
257(3)
6.2 Research Materials
260(4)
6.3 Intact Classes
264(2)
6.4 Counterbalancing
266(2)
6.5 Research Design Types
268(14)
6.5.1 Correlational (Associational) Research
268(1)
6.5.2 Experimental and Quasi-Experimental Research
269(2)
6.5.2.1 Comparison Group Design
269(1)
6.5.2.2 Control Group Design
270(1)
6.5.3 Measuring the Effect of Treatment
271(3)
6.5.3.1 Pretest/Posttest Design
271(2)
6.5.3.2 Posttest-Only Design
273(1)
6.5.4 Repeated Measures Design
274(1)
6.5.5 Factorial Design
275(1)
6.5.6 Time-Series Design
276(3)
6.5.7 One-Shot Designs
279(2)
6.5.8 Research Syntheses and Meta-Analyses
281(1)
6.6 Conclusion
282(1)
Points to Remember
282(1)
More to Do and More to Think About...
283(1)
Note
284(1)
Sample Responses: Time to Think and Time to Do
285(11)
Sample Responses: More to Do and More to Think About...
296(2)
7 Qualitative and Interpretive Research 298(44)
7.1 Defining Qualitative and Interpretive Research
298(5)
7.2 Gathering Qualitative and Interpretive Data
303(16)
7.2.1 Ethnographies
304(4)
7.2.1.1 Advantages
306(1)
7.2.1.2 Caveats
307(1)
7.2.2 Case Studies
308(3)
7.2.2.1 Advantages
310(1)
7.2.2.2 Caveats
311(1)
7.2.3 Interviews
311(3)
7.2.3.1 Advantages
312(1)
7.2.3.2 Caveats
313(1)
7.2.4 Observations
314(2)
7.2.4.1 Advantages
315(1)
7.2.4.2 Caveats
315(1)
7.2.5 Diaries/Journals
316(3)
7.2.5.1 Advantages
317(1)
7.2.5.2 Caveats
318(1)
7.3 Analyzing Qualitative Data
319(5)
7.3.1 Credibility Transferability Confirmability, and Dependability
320(2)
7.3.2 Triangulation
322(1)
7.3.3 The Role of Quantification in Qualitative and Interpretive Research
323(1)
7.4 Conclusion
324(1)
Points to Remember
325(1)
More to Do and More to Think About...
326(1)
Note
327(1)
Sample Responses: Time to Think and Time to Do
328(6)
Sample Responses: More to Do and More to Think About...
334(8)
8 Classroom Research 342(56)
8.1 Classroom Research Contexts
342(3)
8.2 Common Techniques for Data Collection in Classroom Research
345(15)
8.2.1 Observations
345(15)
8.2.1.1 Conducting Classroom Observations
345(5)
8.2.1.2 Observation Procedures and Coding Schemes
350(1)
8.2.1.3 Description of Observation Schemes
350(9)
8.2.1.4 Caveats to Using or Modifying Existing Observation Schemes
359(1)
8.3 Introspective Methods in Classroom Research
360(8)
8.3.1 Uptake Sheets
361(1)
8.3.2 Stimulated Recall
362(1)
8.3.3 Diary Research in Classroom Contexts
363(5)
8.4 Practical Considerations in Classroom Research
368(7)
8.4.1 Logistical Issues to Consider When Carrying out Classroom Research
369(3)
8.4.2 Logistics
372(3)
8.4.2.1 Informed Consent
372(1)
8.4.2.2 Debriefing Participants and Facilitators
372(1)
8.4.2.3 Ensuring Confidentiality and Minimizing Disruption
372(1)
8.4.2.4 Data Segmentation and Coding
373(1)
8.4.2.5 Considering the Instructional Setting
374(1)
8.4.2.6 Summary of Logistics
375(1)
8.5 Purposes and Types of Research Conducted in Classroom Settings
375(10)
8.5.1 The Relationship between Instruction and Learning in Second Language Classrooms
376(3)
8.5.2 Action Research
379(5)
8.5.2.1 Definitions
379(1)
8.5.2.2 Theory and Background to Action Research
380(1)
8.5.2.3 Action Research in Practice
380(4)
8.5.3 Aptitude-Treatment Interaction
384(1)
8.5.4 Getting Your Footing in the Literature
384(1)
8.6 Conclusion
385(1)
Points to Remember
386(1)
More to Do and More to Think About...
387(1)
Sample Responses: Time to Think and Time to Do
388(6)
Sample Responses: More to Do and More to Think About...
394(4)
9 Mixed Methods 398(25)
9.1 Introduction
398(2)
9.2 What Are Mixed Methods?
400(1)
9.3 Why Use Mixed Methods?
401(2)
9.4 Types of Mixed-Methods Studies
403(1)
9.4.1 Concurrent Mixed-Methods
403(1)
9.4.2 Sequential Mixed-Methods
404(1)
9.5 Conducting a Mixed-Methods Study
404(4)
9.5.1 Deciding Whether or Not to Conduct a Mixed-Methods Study
407(1)
9.5.2 Planning Phase
407(1)
9.6 Analyzing Data from a Mixed-Methods Study
408(2)
9.7 Software for Analysis
410(1)
9.8 Conclusion
411(1)
Points to Remember
411(1)
More to Do and More to Think About...
412(3)
Sample Responses: Time to Think and Time to Do
415(4)
Sample Responses: More to Do and More to Think About...
419(4)
10 Concluding and Reporting Research 423(40)
10.1 The Importance of Reporting Research
423(1)
10.2 The Final Stages in Reporting Quantitative Research
424(9)
10.2.1 The Discussion
425(5)
10.2.2 Limitations, Future Research, and Conclusion Sections
430(3)
10.3 The Final Stages in Reporting Qualitative Research
433(4)
10.4 Reporting Mixed-Methods Research
437(1)
10.5 Checklist for Completing Reports of Research
438(13)
10.5.1 The Research Problem and Questions
438(1)
10.5.2 The Research Hypotheses
439(1)
10.5.3 The Audience
440(1)
10.5.4 The Abstract
441(1)
10.5.5 The Literature Review
441(1)
10.5.6 The Design of the Study
442(1)
10.5.7 Logistics
442(1)
10.5.8 Participants
443(1)
10.5.9 Data Gathering
443(1)
10.5.10 Data Analysis
444(2)
10.5.11 Conclusions
446(1)
10.5.12 References
446(1)
10.5.13 Footnotes, Endnotes, Figures, and Tables
447(2)
10.5.13.1 Footnotes and Endnotes
448(1)
10.5.13.2 Figures
448(1)
10.5.13.3 Tables
448(1)
10.5.14 Author's Note/Acknowledgments
449(1)
10.5.15 Post-Research Concerns
449(1)
10.5.16 Final Touches and Formatting
450(1)
10.6 Open Science
451(1)
10.7 Conclusion
452(1)
Points to Remember
452(1)
More to Do and More to Think About...
453(2)
Sample Responses: Time to Think and Time to Do
455(4)
Sample Responses: More to Do and More to Think About...
459(4)
Glossary 463(16)
References 479(35)
Index 514
Alison Mackey is Professor and Chair of the Department of Linguistics at Georgetown University, USA.

Susan M. Gass is University Distinguished Professor Emerita in Second Language Studies at Michigan State University, USA.