School of Cultures, Languages and Linguistics
Conducting Research in Applied Language Studies
Semester 1, 2018
Course lecturers Professor Gary Barkhuizen (convenor)
Phone: 3737599 ext. 88197
Course Aim and Outcomes
This course will familiarise students with different theoretical perspectives and research methods that have informed research into second/foreign language learning, teaching, and use. It will enable students to acquire an understanding of selected research methods through an informed critique of published research. This course will provide students with an understanding of criteria to consider when selecting a particular approach to research, the procedures involved in data collection and analysis, the approach to reporting findings, and the contextual and ethical issues relating to research involving human participants. It will prepare students to undertake their own independent research project.
- have a good understanding of the different types of research in applied language studies;
- be familiar with various aspects of the research process and research reporting;
- be able to evaluate the strengths and weaknesses of particular research studies;
- be able to undertake a small-scale independent research project.
The set textbook for this course is below. It is essential that you have this book. Chapters are assigned to the lectures, and the first assignment is based on a number of the chapters.
Paltridge, B., & Phakiti, A. (2015). Research methods in applied linguistics: A practical resource (2nd Edition). London: Bloomsbury.
There is also a list of Set Readings for each lecture below.
Assignment 1 (Due date: Thursday 29 March)
1 written assignment - 1500 words (informed analysis of research method(s) in published research) (20%)
Assignment 2 (Due date: Friday 11 May)
1 (multimedia) presentation of analysis of three data sets – (20%)
Assignment 3 (Due date: Friday 8 June)
Reporting data analysis in an appropriate academic format - 3000 words (60%)
Total word count – 6000 words (or equivalent)
You should follow a consistent style for citations and references in your assignment. The recommended APA style can found in summary form on this Library webpage: http://www.cite.auckland.ac.nz/index.html . See also the references in this handout.
Submission of Assignments
Submit the assignment electronically through Canvas.
NOTE: The School has a strict policy on meeting deadlines for the submission of assignments. Extensions will be given only in special circumstances and there are penalties for submitting work late. The document on Assignment Deadlines, Penalties and Extensions can be found in Canvas.
Plagiarism (official University statement)
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student’s own work, reflecting his or her learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the world-wide web. A student’s assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review.
STUDENTS WITH IMPAIRMENTS are asked to discuss privately with the course convenor (face–to-face and/or by email) any impairment-related requirements regarding delivery of course content or course assessments. Please contact Gary Barkhuizen as soon as possible if you have any impairment-related needs.
COURSE CONTENTS AND SCHEDULE
Beginning 26 Feb: What is research and who does it in applied linguistics?
Rose, H., & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate, Applied Linguistics, 38(4), 599-604.
5 Mar: Approaches and methods in applied linguistics research
Paltridge & Phakiti: Chapter 1
12 Mar: Teacher research: Conceptions, engagement, and constraints
Borg, S. (2009). English language teachers' conceptions of research. Applied Linguistics, 30(3), 355-388.
19 Mar: Qualitative research and analysis
Paltridge & Phakiti: Chapters 3, 8, 10, 30
Casanave, C.P. (2012). Diary of a dabbler: Ecological influences on an EFL teacher’s efforts to study Japanese informally. TESOL Quarterly, 46(4), 610-641.
Farrell, T.S.C. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610.
26 Mar: Quantitative research and analysis
Paltridge & Phakiti: Chapters 2, 5, 6, 23
Zhang, X. (2017). Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development. Language Teaching Research, 21(2), 217-240.
16 Apr: Action research and exploratory practice
Paltridge & Phakiti: Chapter 11
Yuan, R., & Burns, A. (2016). Teacher identity development through action research:
A Chinese experience. Teachers and Teaching: Theory and Practice, 23(6), 729-749.
23 Apr: Mixed methods research and analysis
Paltridge & Phakiti: Chapters 4, 7
Hamid, M.O, Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary school students in Bangladesh. TESOL Quarterly, 43(2), 281-308.
30 Apr: Critical research in applied linguistics
Paltridge & Phakiti: Chapters 9, 29
Kubota, R. (2016). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467-480,
7 May: Developing a research project: Topics and research questions
Paltridge & Phakiti: Chapter 15
Kubanyiova, M., & Crookes, G. (2016). Re-envisioning the roles, tasks, and contributions of language teachers in the multilingual era of language education research and practice. The Modern Language Journal, 100(S), 117-132.
14 May: Research presentations
21 May: Ethics and applied linguistics research
Paltridge & Phakiti: Chapter 14
Sterling, S., & Gass, S. (2017). Exploring the boundaries of research ethics: Perceptions of ethics and ethical behaviors in applied linguistics research, System, 70, 50-62.
28 May: Reporting research findings
The syllabus page shows a table-oriented view of course schedule and basics of course grading. You can add any other comments, notes or thoughts you have about the course structure, course policies or anything else.
To add some comments, click the 'Edit' link at the top.