精品研究方法第一章讲义与习题docWord下载.docx
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sfivelargestuniversities.
(3)Identifyingtheprovincialgroupaffiliationsof100studentsrandomlyselectedfromCollegeofForeignStudiesatGXNUandtheirrelationshipwithcooperativelearning.
(4)DescribingthedailyEnglishlearningandpracticeactivitiesoftenrandomlyselectedstudentsfromCollegeofForeignStudiesatGXNU.
(5)DevelopinginstructionalactivitiesthatbestpromoteEnglishachievementsinCollegeofForeignStudiesatGXNU.
1.2Objectivesofresearch
1.2.1Description
Itrequirestheresearchertoportraythephenomenonaccurately,toidentifythevariablesthatexist,andthendeterminethedegreetowhichtheyexist.
Anynewareaofstudyusuallybeginswiththedescriptiveprocessbecauseitidentifiesthevariablesthatexist.
1.2.2Explanation
Thisrequiresknowledgeofwhythephenomenonexistsorwhatcausesit.Ofcoursemostphenomenaaremulti-determinedandthatnewevidencemaynecessitatereplacinganoldexplanationwithabetterone.
1.2.3Prediction
Predictionisthethirdobjectiveofscience,referstotheabilitytoanticipateaneventpriortoitsactualoccurrence.
1.2.4Control
Controlreferstothemanipulationoftheconditionsthatdetermineaphenomenon.Oncepeopleinacertainfieldunderstandtheconditionsthatproduceabehavior,thebehaviorcanbecontrolledbyeitherallowingornotallowingtheconditionstoexist.
Exercise:
1.Ifyouconductedastudyinwhichyouwantedtodeterminewhyhelpisnotgiventopeoplewhoobviouslyneedit,youwouldhaveconductedastudywithwhichofthefollowingobjectives?
A.DescriptionB.ExplanationC.PredictionD.Control
1.3.Principlesandrulesofscientificresearch
1.3.1.Legalprinciples:
Rule1.Protection.
Rule2.Confidentiality.I
1.3.2.Ethicalprinciples.
Rule3.Beneficence.
Rule4.Honesty.
Rule5:
AccurateDisclosure.T
Exercisefor1.2.2.1一1.2.2.2
Foreachofthefollowing,indicatetheresearchoperatingrule(s)compliedwithorviolated:
(P)protection,(C)confidentiality,(B)beneficence,(H)honesty,or(AD)accuratedisclosure
1.Jones'
sresearchassistantinadvertentlymentionedthenamesofthreehighschoolstudentsidentifiedbyJonesasfromcriminalfamilies.
2.Jonesnotedpoortestperformancebyabrightstudents.Realizingtheperformancedidnotreflectthestudent'
sability,Joneschangedthescoretowhathebelievedthestudentshouldhavemade.
3.Jonesinformedthestudents,thoughtnotindetail,ofthenatureoftheresearchinwhichtheywouldbeinvolved.
4.Intheoutdoorperformancetrialsoneoftheparticipantssuccumbedtoheatprostration中暑虚脱andhadtobehospitalizedovernight.
5."
Afewcasesseemedquitedifferentfromtherest,sowedeletedthem.^^6.'
'
Requiringstudentstoparticipatethisactivitymightbeharmfultosome,butitisnecessaryforourresearch.
1.3.3.Philosophicalprinciples.
Rule6:
Importance.
Rule7:
Generalizability.
Rule8:
Replicability.
Rule9:
Probability.
1.3.4.Proceduralprinciples.
Rule10:
Researchability.T
Rule11:
Parsimony.
Rule12:
Credibility
Rule13:
Rivalexplanationsforestalling.
Exercisefor1.2.2.3-1.2.2.4
Indicatewhichresearchprincipleshavebeenobservedorviolatedinthefollowing:
(S)significance,(G)generalizability,(RE)replicability,(PR)probability,(RS)researchability.(PS)parsimony,(C)credibility,or(RV)rivalexplanations
_1.Forhismaster'
sthesisineducation,Allenwantedtostudygenealogicalfamily
rootsinItaly.
_2.ProfessorDouglascomplimentedAllen'
srevisedresearchplanasoneofthemostconciseanddirectshehadeverseen.
_3.Nortonwantedtorepeatanearlierexperimentonlearning,butfoundthatthedocumentationavailablewasinsufficient.
_4.ProfessorDouglastoldNortonthat“Thedifferencesyoufoundcouldaseasilyhavebeenduetomotivationastomtelligence.^^
_5.Nortonwrote,“Thedatafirmlyprovetheexistenceofafullyear'
sdifferenceinachievement.^^
6.ProfessorDouglasdeterminedthatNorton'
sconclusionswerenotvalid.
1.4GeneralClassificationsofResearch
1.Basic/theoreticalResearch,AppliedResearchandPracticalresearch
1.4.4.2Weneedtoconstructtheoreticalmodelstoexplaingenerallanguageacquisition,whichcanbecategorizedintobasicortheoreticalresearch.e.g.1AffectiveFilterhypothesis
e.g.2Thefunctioningoftherighthemisphereofourbrainisgenerallyassociatedwithholisticprocessing.
1.4.4.3Weneedtoinvestigatetheapplicationsoftheoreticalconstructsinlinguisticsandrelevantfieldsofstudytoactuallanguageteachingandlearningcontexts,whichcanbecategorizedintoappliedresearch.
e.g.1.MostofthestudiesonAffectiveFilterhypothesiscanbeplacedintooneofthefollowingthreecategories:
(1)Motivation.PerformerswithhighmotivationgenerallydobetterinSLA.
(2)Self-confidence.Performerswithself-confidenceandagoodself-imagetendtodobetterinSLA.(3)anxiety.LowanxietyappearstobeconduticetoSLA,whethermeasuredaspersonalorclassroomanxiety.
e.g.2.ThenanappliedlinguistwhoisinterestedinthistheorymakesanexperimenttotesttoseewhetherstudentswhoareattheearlystagesofSLAaremorelikelytobecharacterizedbyheavyuseofformulaicspeech.
1.4.4.4Andwealsoneedtoutilizethetheoreticalandappliedfindingspracticallyinlanguageteachingmethodologies,textbookcompiling,andclassroomlanguagelearningandobservetheireffects,whichispracticalresearch.
Exercisefor1.3.1
Place'
B'
lA'
'
P'
respectivelyinfrontoftheexamplesof'
basic'
applied'
or'
practical'
research.
*Asthephrasestructuregrammarcan'
tdealwiththeambiguityofthe
sentence"
Flyingplanescanbedangerous"
theresearchertriestofindanotherwaytodescribethislinguisticphenomenonamongothers.
*Towhatextentalanguagelaboratorycouldbeusedtoteachspoken
English.
*Theeffectivenessofusingmanipulativematerialsinteachingfifth-grade
2.Empirical(Primary)Researchandnon-empirical(Secondary)Research
*Empiricalresearch.
Empiricalresearchisresearchthatbasesitsfindingsondirectorindirectobservationasitstestofreality.Suchresearchmayalsobeconductedaccordingtohypothesis-deductiveprocedures.
Inpractice,theaccumulationofevidencefororagainstanyparticulartheoryinvolvesplannedresearchdesignsforthecollectionofempiricaldata,andacademicrigorplaysalargepartofjudgingthemeritsofresearchdesign.
*Non-empiricalresearch
PossibleInterpretationsof'
Non-Empirical'
:
(1)Notbasedonevidencefromtherealworld;
(2)Notbasedonnewevidencefromtherealworld('
primarydata'
),butondatapreviouslygathered,possiblyforanother,quitedistinctpurpose("
secondarydata'
);
(3)Risksbeingivory-towerthinking,andproducingresultsirrelevanttotherealworld.
Exercisefor1.4.2
Placean'
E'
inthosethatareexamplesofempiricalresearch.
1.4.5.1LogicalinconsistenciesinthesiswritingofEnglishpostgraduatesinChina.
1.4.5.2Towhatextentstudents5pragmaticknowledgeisrelatedtotheirforeign
languageproficiency.
1.4.5.3TheeffectsofculturalbackgroundknowledgeonL2readingcomprehension.
1.4.5.4AreviewonpsycholinguisticresearchinChina.
1.4.5.5Theeffectofguidedself-accessEnglishlearning.
1.4.5.6Sentencesofsamelengthbutwithdifferentpropositionsareusedtoexamine
theeffectofsentencecomplexityonthereadingspeed.
3.SyntheticandAnalyticresearch
I.Insyntheticorholisticapproach,weattempttograspthewholeorlargepartsofamultifacetedphenomenoninordertogetaclearerideaofthepossibleinterrelationshipsamongthecomponents.
II.Inanalytic/constituentapproach,weidentifysmallpartsofthewholeforcarefulandclosestudy,attemptingtofitthesmallpiecesintoacoherentpictureofthewholeatalaterstate.Itfocusesontheroleoftheconstituentpartsthatmakeupthetotalphenomenon.
Exercisefor1.4.3
A'
infrontofthosethatareexamplesofanalyticresearch.
1.Theperceptivecomparisonofstopconsonantsafterinitial/s/inEnglishwords
byEnglishnativespeakersandChineselearnersofEnglish.
2.TheproblemswiththeperceptionofcontinuousEnglishspeechatthespeedof
130wpmforChineselearnersofEnglish..
3.Howgoodlearnersandpoorlearnersdifferinreadingstrategies?
4.DoesfamilyincomegapinfluencetheeffectofmiddleschoolEnglish
educationinChina?
5.TheclassroombehaviorofEnglishmajorsinthekeyuniversity.
4.InductiveresearchandDeductiveresearch
Accordingtotheobjectiveofaresearchstudy,wedistinguishbetweenheuristicanddeductiveresearch.
1.4.4.11nductiveresearch
Theinductiveinquiryisamodelinwhichgeneralprinciples(theories)aredevelopedfromspecificobservations.
1.Deductiveresearch
Indeductiveinquiryspecificexpectationsofhypothesisaredevelopedonthebasisofgeneralprinciples
Comparisonofheuristicanddeductiveresearches
Heuristic
Deductive
1.4.6.1
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