RESEARCH +

Lesson 1
August 26, 2020
 OBJECTIVES

• describe the nature of research;

• distinguish scientific research and common sense;
• identify and distinguish the different sources of
knowledge;
• differentiate the three kinds of research.
 MEANING OF RESEARCH

• “the formalization of natural processes we all carry

from birth in dealing with the environment”
(Seliger and Shohamy, 1989)
 MEANING OF RESEARCH

• It aims to “describe, identify, control relationships

among phenomena” to test existing principles and
develop a theory.
 MEANING OF RESEARCH

• involves scientific process

 MEANING OF RESEARCH

• Principles and conclusions are not simply based on

common sense – which may tend to be incorrect –
but based on a carefully well-planned systematic
inquiry.
 MEANING OF RESEARCH

• Common sense and science are similar for the

latter is “a systematic extension of common sense,”
(Kerlinger, 1972)
 MEANING OF RESEARCH

• Selltiz, et al. (1976) as cited by Catane (2000)

mentioned that ‘common sense beliefs are not
subjected to established principles and to a
systematic inquiry;’ on the other hand, science
involves a thorough and an objective study of
observable events based on tested theoretical
framework.
 MEANING OF RESEARCH

• Ex. Language acquisition of children (common

sense)
• Imitation
• Hearing from parents
 MEANING OF RESEARCH

• Ex. Language acquisition of children (scientific)

• “How do external factors and internal factors, such
as social context/situation, attitudes, motivation, and
learning opportunities, learning styles and strategies
account for the child’s learning?”
 MEANING OF RESEARCH

• Ex. Language acquisition of children (scientific)

• “How do mental processes translate the learner’s
existing knowledge of the universal properties of
language in coping with communication
difficulties?”
 MEANING OF RESEARCH

• Ex. Language acquisition of children (scientific)

• “What differences are there in the way in which
individual learners acquire a language?”
 MEANING OF RESEARCH

• Ex. Language acquisition of children (scientific)

• “What effects does instruction have on second
language acquisition/learning?”
 MEANING OF RESEARCH

• Common sense, as pointed out by Seliger and

Shohamy, is just an initial step to testing a theory
in a “systematic, controlled, empirical and critical
investigation of a hypothesis based on existing
theories relating to the problem” (Kerlinger, 1972)
 MEANING OF RESEARCH

• Research follows certain steps which begin with

the identification of the problem, formulating
hypothesis based on existing theories and
principles, data gathering, and integration of the
findings and conclusions into the stream of
knowledge.
SOURCES OF KNOWLEDGE OBTAINED
FROM RESEARCH

1. Knowledge as belief.
Conclusions are not based on empirical
investigation, but on common sense; they should be
considered as bases for forming hypotheses rather
than established knowledge about second language
acquisition and learning.
SOURCES OF KNOWLEDGE OBTAINED
FROM RESEARCH

2. Knowledge as authority.
Certain conclusions become acceptable since they come
from a source whose views on a phenomenon in his/her
field of research are regarded as educated judgment,
thereby gaining popularity.
Some methods that were accepted and became popular on
the basis of authority were the Silent Way, Suggestopedia,
and Community Language Learning.
SOURCES OF KNOWLEDGE OBTAINED
FROM RESEARCH

3. A priori knowledge.
It resembles beliefs, but this types is usually based on previous
systematic investigation, as in the theory of language acquisition
that ‘to make input comprehensible to learners and to lead
ultimately to successful classroom acquisition’ modified
interaction is important (Doughty and Pica, 1986).
In second language research, theories begin with a priori
knowledge.
SOURCES OF KNOWLEDGE OBTAINED
FROM RESEARCH

4. Empirical knowledge.
Knowledge is a result of empirical study which goes
through the process of observation and experiment. The
researcher interacts with the real world, observes the
phenomenon, before he draws conclusions. Theories are
tested carefully and proven by other researchers who are
actually involved in language research by which they
gather and validate data collected.
SOURCES OF KNOWLEDGE OBTAINED
FROM RESEARCH

Thus, language research brings us in contact with

different sources of knowledge:
• belief
• authority
• a priori theory
• empirical evidence
 KINDS OF RESEARCH

A. Basic or Theoretical
B. Applied
C. Practical
 KINDS OF RESEARCH

• A linguist (A) views that ‘different languages share

universal features’ and he/she is interested inn finding
out in terms of rules necessary for form relative clause
sentences these languages have in common. Hence,
he/she investigates various languages and determines
the degree of similarities in sentence formulation, then
he/she abstracts principles to describe the rules in
forming sentence for any language used.
 KINDS OF RESEARCH

• This theory generated by linguist (A) will be tested by

another linguist (B) to find out the validity of the
principles abstracted by the linguist (A). However,
although linguist (B) replicates and applies the
principles, he/she will further investigate other aspects
of the theory developed by linguist to test the internal
consistency of the aspects under study.
 KINDS OF RESEARCH

• Finally, another researcher (C) who is directly involved

in language teaching would want to find out how useful
the theory is in materials production; as such, researcher
(C) consults linguist A’s and linguist B’s theories and
findings and drawn insights based on actual classroom
application of these findings, after which he/she draws
conclusions and insights on the strengths and weaknesses
of the principles founded by the previous researchers.
 KINDS OF RESEARCH

• Linguist A was concerned with basic or theoretical

research and in generating theory. Linguist B
focused on and independent theory of relative
clauses and applying linguist A’s conclusions to
specific problem situation. On the other hand,
researcher C dealt with the practical aspects of
relative clauses for the production of instructional
materials.
 KINDS OF RESEARCH

• The kinds of research may be classified according

to its purpose and the degree to which the findings
may be utilized:
1. Basic or ‘Pure’ research – directed towards the
development of a scientific knowledge rather than
its practical application.
 KINDS OF RESEARCH

• The kinds of research may be classified according to its

purpose and the degree to which the findings may be
utilized:
2. Applied research – considered as an action research,
directed towards practical application of the scientific
knowledge. It attempts to explain certain problems
brought about by certain phenomenon; it may modify,
improve an existing theory, or develop a new theory.
 KINDS OF RESEARCH

• The kinds of research may be classified according

to its purpose and the degree to which the findings
may be utilized:
3. Practical research – directed towards materials
development gained from practical knowledge or
experience.