单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Course Title:,Research Methods and Data Analyses in Linguistics Studies,Textbooks:,Second Language Research Methods,by,Seliger, H. & Shohamy, E. Shanghai Foreign Language Education Press, 1997.,Statistics in Language Studies,by Woods A. et al. Foreign Language Teaching and Research Press, Beijing 2000.,Teaching Syllabus,Course Title:Teaching Syllabu,1,Teaching Syllabus,Reference Books:,Research Methods for English Language Teachers,by McDonough J. & McDonough, S. Foreign Language Teaching and Research Press, Beijing 2000.,语言学方法论，桂诗春 宁春岩，外语教学与研究出版社，北京， 1997。,Teaching SyllabusReference,2,Teaching Syllabus,Contents:,A paradigm for language research,Preparation for research,Contextualization of research,The components of research,Research design (qualitative and quantitative),Data and data collection procedures (including survey design),Teaching SyllabusContents:,3,Teaching Syllabus,7.,Data analyses,descriptive statistics for dada summary & presentation,statistic inference,probability,modeling population & estimating from sample,testing hypotheses about population values,testing the fit for models to data,X,2,testing degree of interdependence between 2 variables,r,testing for differences between 2 populations s,2, t, z, F,analysis of variance ANOVA vs. MNOVA,linear regression,Teaching Syllabus7. Data analy,4,Teaching Syllabus,Course Objectives -,the students are expected,1.,to know the main features, distinctions, and relationships between theoretical, descriptive, correlational, and experimental research methods;,2.,to be able to analyze variables involved in certain research topics and identify the research method(s) applicable the topic;,3.,to generate research questions and hypothesis an appropriate design for the research topic;,4.,to be able to comprehend research reports with quantitative data, and,5. to be able to apply the basic statistic procedures to quantitative data analyses.,Teaching SyllabusCourse Object,5,Teaching Syllabus,Assessment and Evaluation,Evaluation on the students learning is based on three assessments:,1.,Writing assignment of a research proposal (40%),2.,Two assignments of statistic data analyses via computer software application (20%),3.,A final test on definitions of some key statistic terms and comprehension of empirical research documents (40%),Teaching SyllabusAssessment an,6,What is Research?,1. Components of Research,objective facts,scientific theories,methods,techniques,What is Research?1. Components,7,What is Research?,2 Features of Research,purposeful and goal-oriented,with scientific hypotheses and a clear statement of the research problem to approach,scientific design, accurate and systematic observation, record and analyses of the phenomenon under study, data collected should be reliable,emphasis on the scientific method, which is embedded in different disciplines (branches of linguistic studies),creativity,What is Research?2 Features o,8,Levels of Research,1.,Heuristic observations (for data collection),Whats happening?,2. Search for relations of or for cause and effects (internal validity),What is causing this to happen?,3. Application / transaction (external validity),Will the same thing happen under different circumstances?,4. Theoretical Research,Is there some underlying principle at work?,Levels of Research1. Heuristic,9,Four Types of Knowledge,1. Knowledge as belief,2. Knowledge as authority,3. A priori knowledge,4. Empirical knowledge,Research in linguistics will bring the researcher into contact with all of the four kinds of knowledge. When reading research reports, the reader should be aware of the basis for the conclusions or claims made by the writer in order to estimate the validity of the studies.,Four Types of Knowledge1. Know,10,Classification of Research by Purpose,_,Basic research,Applied research Practical Research,_,Development research,Evaluation research,Prediction research,Classification of Research by,11,Classification of Research by method,1,. Historical Research,2. Descriptive Research,3. Correlational Research,4. Comparative Research,5. Experimental Research,6. Theoretical Research,Classification of Research by,12,Types of research,1. Primary research,1.1 Case studies,1.2. Survey studies,1,.,3 Experimental studies,2. Secondary research,3. Third-hand research,Types of research1. Primary r,13,Characteristics of Heuristic and Deductive Research,Heuristic Deductive,Data driven Hypothesis driven,No preconception Making predictions,generating hypotheses Testing hypotheses,Product: description Product: theory,Characteristics of Heuristic a,14,Characteristics of Research Using Statistics,1. Systematic (rule, structure, procedure),2. Logical (step by step progression),3. Tangible (collection and manipulation of quantifiable data from real world),4. Replicable (based on clear presentation of the procedures, quality can be tested),5. Reductive (generalize patterns and relationships, reduce confusion),Characteristics of Research Us,15,A System View of Language,Phonology,Morphology,Syntax,Semantics,Pragmatics,Discourse features,Register variation,Social-linguistic context,A System View of LanguagePhono,16,Interpretation of the following notions,It has been our experience both as active researchers that the first stages of exploring the,ideas for research and developing the structure of the actual study are, without doubt, the most important.,The components and procedures consists the research cycle.,One might say that knowing how to look at research problems and how to carry out research is related to,the state of mind of the researcher,(in relation to ones academic training, knowledge structure, field of study, perspectives and purpose),Interpretation of the followin,17,Interpretation of the following notions,Research questions can be investigated from different perspectives by using different procedures such as observation, questioning, experimentation, and elicitation.,Can you give an example to verify this notion?, that theories and hypothesis must be falsifiable.,Interpretation of the followin,18,Interpretation of the following notions,Scientific research seeks to describe, identify, and control relationships among phenomena in order to study them.,E.g. Is there relation between,phonological memory,and,foreign language learning,?,In what domain does the research question fall into?,What method is more applicable?,How to conduct the research? (definition, and measurement, control of other variables, data type and data and procedure of data analysis),How to interpret the results and draw conclusions?,Interpretation of the followin,19,Four Types of Knowledge,Knowledge as belief:,When we know something on the basis of belief, it may mean we want to believe something to be true but have never submitted it to an empirical test.,Conclusions reached through “common sense” may be put into category.,Such conclusions should be treated as possible hypotheses for research rather than as established knowledge about language.,Four Types of KnowledgeKnowled,20,Four Types of Knowledge,Knowledge as authority:,This type of knowledge comes from a source accepted by face value. Opinions about phenomena of a scientist or researcher with high reputation are accepted as proven facts or as educated judgments.,In language teaching, pre-dominating the methods are also good examples.,Long (1981),claims,that such activities promote optimal conditions for students to adjust their input to each others level of comprehension and thereby facilitate their second language acquisition.,Four Types of KnowledgeKnowled,21,Four Types of Knowledge,3. A priori knowledge,This kind of knowledge starts with a set of axioms about some phenomenon and the developing our knowledge of it by using reasoning and logic working within the system defined by the axiom.,4. Empirical knowledge,Through observation, investigation and experiments.,Four Types of Knowledge3. A pr,22,