Paradigm Shift: Searching for Research Methodology in the Language Teaching and Learning
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Researchers have been debating over the relative merits of two research designs in conducting research： quantitative and qualitative research. The purpose of this paper is to present the conceptual basis and methods of qualitative research to educational researchers by introducing four qualitative studies which were conducted to investigate the students＇ language learning in naturalistic settings (i.e., Brock, 1997；Gilles, 1991； Kuhlman, 1995； Marriage, 1996). In those four qualitative studies, naturalistic qualitative research methodology allowed the researchers to recognize the nature and quality of the group or the child investigated, or the class in their interactions or conversations as student(s) was were engaged in learning language skills； listening speaking, reading and writing in the classroom. Therefore, a closer look at dynamics of class and speech community while teaching and learning the English language in the practical classroom would be helpful to enhance instructional guidelines for the development of English language proficiency.
Abstract
Researchers have been debating over the relative merits of two research designs in conducting research： quantitative and qualitative research. The purpose of this paper is to present the conceptual basis and methods of qualitative research to educational researchers by introducing four qualitative studies which were conducted to investigate the students＇ language learning in naturalistic settings (i.e., Brock, 1997；Gilles, 1991； Kuhlman, 1995； Marriage, 1996). In those four qualitative studies, naturalistic qualitative research methodology allowed the researchers to recognize the nature and quality of the group or the child investigated, or the class in their interactions or conversations as student(s) was were engaged in learning language skills； listening speaking, reading and writing in the classroom. Therefore, a closer look at dynamics of class and speech community while teaching and learning the English language in the practical classroom would be helpful to enhance instructional guidelines for the development of English language proficiency.