.

0 (hodnocen0 x )

BK

Third edition

New York ; London : Routledge, Taylor & Francis Group, 2022

xviii, 523 stran : ilustrace ; 23 cm

ISBN 978-1-03-203663-2 (brožováno)

Obsahuje bibliografii, bibliografické odkazy a rejstřík

001653050

Preface xv // 1. Introduction to Research 1 // 1.1 Research Methods 2 // 1.2 Different Types of Research 3 // 1.3 Ethical Practices 7 // 1.3.1 Informed Consent 7 // 1.3.1.1 Sufficient Information 8 // 1.3.1.2 The Informed Consent Document 9 // 1.3.1.3 Participant Comprehension in Informed Consent 13 // 1.3.1.4 The Language of Informed Consent 13 // 1.3.1.5 Voluntary Participation and Informed Consent 15 // 1.3.2 Child Second Language Learners 16 // 1.3.3 Issues Involved in Collecting Data Online 17 // 1.3.4 WEIRD Populations 20 // 1.3.5 Reporting and Anonymity 21 // 1.4 Institutional Review of Human Participants Research, Compliance, and Problem-Solving 24 // 1.4.1 Purpose of Reviews and IRB Responsibilities 24 // 1.4.2 Why Guidelines to Protect Human Subjects // Were Developed 26 // 1.4.3 Development of Research Codes of Ethics 26 // 1.4.4 Preparing a Protocol for the IRB 27 // 1.4.5 General Use of Protocols in Research 28 // 1.5 Conclusion // Points to Remember // More to Do and More to Think About... // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About... // 2. Research Reporting, Research Questions, and Replication // 2.1 What Does a Research Report Look Like? // 2.1.1 Quantitative Reporting // 2.1.1.1 Title Page 44 // 2.1.1.2 Abstract 45 // 2.1.1.3 Introduction 46 // 2.1.1.4 Historical

Overview 46 // 2.1.1.5 Major Researchers in This Area, Including Questions, Past Findings, and Controversiess 46 // 2.1.1.6 General Goal of the Paper 46 // 2.1.1.7 Research Questions/Hypotheses 47 // 2.1.1.8 Methods Section 48 // 2.1.1.9 Participants 48 // 2.1.1.10 Materials 48 // 2.1.1.11 Procedures 50 // 2.1.1.12 Analysis 53 // 2.1.1.13 Results 54 // 2.1.1.14 Discussion/Conclusion 56 // 2.1.1.15 Notes 58 // 2.1.1.16 References 58 // 2.1.1.17 Appendices 58 // 2.1.2 Qualitative Reporting // 2.1.3 Mixed-Method Reporting // 2.2 Identifying Research Questions // 2.2.1 Feasibility // 2.2.2 Research Questions and Hypotheses // 2.3 Replication // 2.4 Conclusion // Points to Remember // More to Do and More to Think About... // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About... // (... ...) // Introduction // The Significance of Data Collection Measures // Researching Formal Models of Language // 3.3.1 Acceptability Judgments // 3.3.1.1 Materials 85 // 3.3.1.2 Procedures 86 // 3.3.2 Gradient Judgments: Magnitude Estimation // 3.3.3 Elicited Imitation // 3.3.4 Interpretation Tasks // Psycholinguistics-Based Research // 3.4.1 Sentence Interpretation // 3.4.2 Reaction Time // 3.4.3 Self-Paced Reading // 3.4.4 Eye-Tracking // 3.4.5 Neurolinguistic Elicitation // Interaction-Based Research // 3.5.1 Picture Description Tasks // 3.5.2 Spot the Difference Tasks // 3.5.3 Jigsaw Tasks // 3.5.4 Consensus Tasks // 3.5.5 Consciousness-Raising Tasks // 3.5.6 Computer-Mediated Research // Strategies and Cognitive Processes // 3.6.1 Observations // 3.6.2 Introspective Measures // 3.6.2.1 Stimulated Recall 113 // 3.6.2.2 Think-Alouds or On-Line Tasks 114 // 3.6.2.3 Immediate Recalls 116 // Sociolinguistic/Pragmatics-Based Research // 3.7.1 Naturalistic Settings // 3.7.2 Elicited Narratives // 3.7.2.1 Silent Film 121 //

3.7.2.2 Film Strips with Minimal Sound 122 // 3.7.2.3 Picture Tasks 122 // 3.7.2.4 Narrative Inquiry 122 // 3.7.3 Discourse Completion Test (DCT) // 3.7.4 Role Plays // 3.7.5 Video Playback for Interpretation // Questionnaires and Surveys // (... ...) // 3.9 Existing Databases // 3.10 Pilot Testing // 3.11. Conclusion // Points to Remember // More to Do and More to Think About... // Notes // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About... // 4. Coding // 4.1 Preparing Data for Coding // 4.1.1 Transcribing Oral Data // 4.1.1.1 Transcription Conventions 150 // 4.1.1.2 Technology and Transcription 155 // 4.2 Data Coding // 4.2.1 Scales of Measurement // 4.2.2 Coding Nominal Data // 4.2.3 Coding Ordinal Data // 4.2.4 Coding Interval Data // 4.3 Coding Systems // 4.3.1 Common Coding Systems and Categories // 4.3.1.1 T-Units 166 // 4.3.1.2 Suppliance in Obligatory Contexts (SOC) // 4.3.1.3 Complexity, Accuracy, and Fluency (CAF) // 4.3.1.4 Qualitative Coding Categories 170 // 1.3.2 Custom-Made Coding Systems // 4.3.2.1 Question Formation // 4.3.2.2 Corrective Feedback // 4.3.2.3 Classroom Interaction // 4.3.2.4 Second Language Writing Research 176 // Coding Interpretive and Qualitative Data // Inter-Rater Reliability // 4.4.1 Calculating Inter-Rater Reliability // 4.4.1.1 Simple Percentage Agreement // 4.4.1.2 Cohen’s Kappa 183 // 4.4.1.3 Additional Measures of Reliability // 4.4.1.4 Good Practice Guidelines for Inter-Rater Reliability 4.4.1.5 How Data Are Selected for Inter-Rater Reliability Tests 184 // 4.4.1.6 When to Carry out Coding Reliability Checks // 4.5 The Mechanics of Coding // 4.5.1 How Much to Code // 4.5.2 When to Make Coding Decisions // 4.6 Software for Coding // 4.7 Conclusion // Points to Remember // More to Do and More to Think About... // Sample Responses: Time to Think and Time to Do //

Sample Responses: More to Do and More to Think About // 5. Research Variables, Validity, and Reliability // Introduction // Hypotheses // Variable Types // 5.3.1 Independent and Dependent Variables // 5.3.2 Moderator Variables // 5.3.3 Intervening Variables // 5.3.4 Control Variables // Operationalization // Validity // Content Validity // Face Validity // Construct Validity // Criterion-Delated Validity // Predictive Validity // Internal Validity // 5.5.6.10 // Participant Characteristics 214 // Language Background 214 // Language Learning Experience 214 // Proficiency Level 215 // Participant Attrition 216 // Participant Inattention and Attitude 219 // Participant Maturation 219 // Data Collection: Location and // Collector 220 // Instrumentation and Test Effect 220 // Equivalence Between Pre- and // Posttests 221 // Giving the Goal of the Study Away 222 // Instructions/Questions 223 // External Validity // 5.5.7.1 Sampling 226 // 225 // Random Sampling 226 // Nonrandom Sampling 228 // Representativeness and // Generalizability 229 // Collecting Biodata Information 230 // Reliability // 5.6.1 Rater Reliability // 5.6.2 Instrument Reliability // 5.6.2.1 Test-Retest 235 // 5.6.2.2 Equivalence of Forms 235 // 5.6.2.3 Internal Consistency 236 // 5.7 Conclusion // Points to Remember // More to Do and More to Think About ... // Note // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About // Designing a Quantitative Study // 6.1 Introduction // 6.2 Research Materials // 6.3 Intact Classes // 6.4 Counterbalancing // 6.5 Research Design Types // 6.5.1 Correlational (Associational) Research // 6.5.2 Experimental and Quasi-Experimental Research // 6.5.2.1 Comparison Group Design 269 // 6.5.2.2 Control Group Design 270 // 6.5.3 Measuring the Effect of Treatment // 6.5.3.1 Pretest/Posttest Design 271 //

6.5.3.2 Posttest-Only Design 273 // 6.5.4 Repeated Measures Design // 6.5.5 Factorial Design // 6.5.6 Time-Series Design // 6.5.7 One-Shot Designs // 6.5.8 Research Syntheses and Meta-Analyses // 6.6 Conclusion // Points to Remember // More to Do and More to Think About... // Classroom Research // Classroom Research Contexts // Common Techniques for Data Collection in Classroom Research // Note // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About // 7. Qualitative and Interpretive Research // 7.1 Defining Qualitative and Interpretive Research // 7.2 Gathering Qualitative and Interpretive Data // 7.2.1 Ethnographies // 7.2.1.1 Advantages 306 // 7.2.1.2 Caveats 307 // 7.2.2 Case Studies // 7.2.2.1 Advantages 310 // 7.2.2.2 Caveats 311 // 7.2.3 Interviews // 7.2.3.1 Advantages 312 // 7.2.3.2 Caveats 313 // 7.2.4 Observations // 7.2.4.1 Advantages 315 // 7.2.4.2 Caveats 315 // 7.2.5 Diaries/Journals // 7.2.5.1 Advantages 317 // 7.2.5.2 Caveats 318 // 7.3 Analyzing Qualitative Data // 7.3.1 Credibility, Transferability, Confirmability, and Dependability // 7.3.2 Triangulation // 7.3.3 The Role of Quantification in Qualitative and // Interpretive Research // 7.4 Conclusion // Points to Remember // More to Do and More to Think About... // Note // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About // (... ...) // 8.2.1 Observations // 8.2.1.1 Conducting Classroom Observations 345 // 8.2.1.2 Observation Procedures and // Coding Schemes 350 // 8.2.1.3 Description of Observation Schemes 350 // 8.2.1.4 Caveats to Using or Modifying Existing // Observation Schemes 359 // 8.3 Introspective Methods in Classroom Research // 8.3.1 Uptake Sheets // 8.3.2 Stimulated Recall // 8.3.3 Diary Research in Classroom Contexts // 8.4 Practical Considerations in Classroom Research //

8.4.1 Logistical Issues to Consider When Carrying out Classroom Research // 8.4.2 Logistics // 8.4.2.1 Informed Consent 372 // 8.4.2.2 Debriefing Participants and Facilitators 372 // 8.4.2.3 Ensuring Confidentiality and // Minimizing Disruption 372 // 8.4.2.4 Data Segmentation and Coding 373 // 8.4.2.5 Considering the Instructional Setting 374 // 8.4.2.6 Summary of Logistics 375 // 8.5 Purposes and Types of Research Conducted in Classroom Settings // 8.5.1 The Relationship between Instruction and Learning in Second Language Classrooms // 8.5.2 Action Research // 8.5.2.1 Definitions 379 // 8.5.2.2 Theory and Background to Action Research 380 // 8.5.2.3 Action Research in Practice 380 // 8.5.3 Aptitude-Treatment Interaction // 8.5.4 Getting Your Footing in the Literature // 8.6 Conclusion // Points to Remember // More to Do and More to Think About... // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About... // 9. Mixed Methods // 9.1 Introduction // 9.2 What Are Mixed Methods? // 9.3 Why Use Mixed Methods? // 9.4 Types of Mixed-Methods Studies // 9.4.1 Concurrent Mixed-Methods // 9.4.2 Sequential Mixed-Methods // 9.5 Conducting a Mixed-Methods Study // 9.5.1 Deciding Whether or Not to Conduct a Mixed-Methods Study // 9.5.2 Planning Phase // 9.6 Analyzing Data from a Mixed-Methods Study // 9.7 Software for Analysis // 9.8 Conclusion // Points to Remember // More to Do and More to Think About... // Sample Responses: Time to Think and Time to Do // Sample Responses: More to Do and More to Think About... // 10. Concluding and Reporting Research // 10.1 The Importance of Reporting Research // 10.2 The Final Stages in Reporting Quantitative Research // 10.2.1 The Discussion // 10.2.2 Limitations, Future Research, and Conclusion Sections // 10.3 The Final Stages in Reporting Qualitative Research //

10.4 Reporting Mixed-Methods Research // 10.5 Checklist for Completing Reports of Research // 10.5.1 The Research Problem and Questions // 10.5.2 The Research Hypotheses // 10.5.3 The Audience // 10.5.4 The Abstract // 10.5.5 The Literature Review // 10.5.6 The Design of the Study // 10.5.7 Logistics // 10.5.8 Participants // 10.5.9 Data Gathering // 10.5.10 Data Analysis // 10.5.11 Conclusions // 10.5.12 References // 10.5.13 Footnotes, Endnotes, Figures, and Tables // 10.5.13.1 Footnotes and Endnotes 448 // 10.5.13.2 Figures 448 // 10.5.13.3 Tables 448 // 10.5.14 Author’s Note/Acknowledgments // 10.5.15 Post-Research Concerns 449 // 10.5.16 Final Touches and Formatting 450 // 10.6 Open Science 451 // 10.7 Conclusion 452 // Points to Remember 452 // More to Do and More to Think About ... 453 // Sample Responses: Time to Think and Time to Do 455 // Sample Responses: More to Do and More to Think About... 459 // Glossary 463 // References 479 // Index 514