An A-Z of applied linguistics research methods by Shawn Loewen, Luke Plonsky

By Shawn Loewen, Luke Plonsky

"A short and obtainable advent to the recommendations and strategies utilized in utilized linguistics learn, so that it will be illustrated utilizing real-life examples. The booklet covers either qualitative and quantitative examine layout, sampling methods, instrumentation and analyses present in utilized linguistics research"--

summary: "A short and obtainable advent to the ideas and strategies utilized in utilized linguistics examine, for you to be illustrated utilizing real-life examples. The e-book covers either qualitative and quantitative study layout, sampling systems, instrumentation and analyses present in utilized linguistics examine"

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3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. ) indicates shift in pitch going down indicates shift in pitch going up indicates very short pause or micropause indicates the length of the silence in relation to the surrounding talk the signs . , indicate talk that is faster than the surrounding talk the sign , at the beginning indicates talk that starts quickly the signs , . indicate talk that is slower than its surrounding talk indicates laughter indicates plosive quality the $ sign indicates laughing while talking the double brackets indicate co-activity relevant to the interaction indicates talk that is not clearly audible Atkinson, J.

2003). Qualitative inquiry in TESOL. New York: Palgrave Macmillan. Construct validity How well a specific instrument measures the object (or construct) that it is intended to measure. For example, a test in which learners have to write a story is not a good measure of oral proficiency; an oral storytelling task would be more appropriate and therefore have greater construct validity. The issue of construct validity has often surfaced in the context of instructed SLA research, where researchers have examined the effects of implicit and explicit instruction on implicit and explicit L2 knowledge.

A meta-analysis of reliability coefficients in second language research. ] Cross-sectional design A type of research design usually used to investigate differences between different levels of L 2 proficiency. Often researchers want to know how L 2 development occurs as learners gain proficiency. However, longitudinal studies that track individual learner development are time-consuming and difficult to conduct. It can also be difficult to have longitudinal data from enough participants in order to conduct statistical analyses.

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