Read e-book online Appraising Research in Second Language Learning: A Practical PDF

By Graeme Keith Porte

ISBN-10: 0585462399

ISBN-13: 9780585462394

ISBN-10: 1588112543

ISBN-13: 9781588112545

ISBN-10: 9027216959

ISBN-13: 9789027216953

Designed for college kids of utilized linguistics and TEFL on study education classes, practicing language lecturers, and people in education, this mix textbook/workbook is the 1st to supply particular suggestion and aid to these wishing to profit the way to strategy the serious research of a study paper. It seeks to reply to a present desire within the literature for a suite of systems that may be utilized to the self sustaining analyzing of quantitative study. In an authoritative and available textual content, Porte examines the most important elements of a study paper during this box, highlighting these positive aspects challenging rigorous serious realization from the enquiring reader. leading edge gains of the workbook comprise awareness-raising interpreting initiatives and guided workouts to assist boost and preparation the severe talents required to appraise papers independently. via proficient and optimistic appraisal of others' paintings, readers themselves are proven find out how to turn into extra examine literate, to find new parts for research, and to organise and current their very own paintings extra successfully for book and peer evaluate.

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Additional resources for Appraising Research in Second Language Learning: A Practical Approach to Critical Analysis of Quantitative Research

Example text

Are research questions or hypotheses formulated? If so, what are they? Research questions and research hypotheses are different, and the reader should also be able to appreciate that difference in the method and procedures to be followed in the rest of the study. The research question is more typical of descriptive and survey-type research; it does not need to predict any possible outcome as such. The main idea is to look into a particular situation and “see what is there”. The result may well contribute to generating hypotheses for future testing, but this is not obligatory.

Given such a situation, it is hardly surprising that many experimental and quasi-experimental studies in our field opt for presentation of the hypothesis in its null form: in our example, the null version would read “There is no effect of instruction in certain reading comprehension strategies on improvement in comprehension or vocabulary acquisition”. If this null hypothesis is supported, then instruction will have no effect on comprehension or vocabulary acquisition — hardly what the serious L2 teacher would be hoping for!

Are research questions or hypotheses formulated? If so, what are they? Research questions and research hypotheses are different, and the reader should also be able to appreciate that difference in the method and procedures to be followed in the rest of the study. The research question is more typical of descriptive and survey-type research; it does not need to predict any possible outcome as such. The main idea is to look into a particular situation and “see what is there”. The result may well contribute to generating hypotheses for future testing, but this is not obligatory.

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Appraising Research in Second Language Learning: A Practical Approach to Critical Analysis of Quantitative Research by Graeme Keith Porte


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