1、ResearchinTEFL:AQualitativePerspective(英語教學研究英語教學研究質的觀點質的觀點)ByByDavidS.D.Tseng,Ph.D.DavidS.D.Tseng,Ph.D.DepartmentofForeignLanguagesandLiteratureDepartmentofForeignLanguagesandLiteratureAsiaUniversityAsiaUniversityatatDepartmentofForeignLanguagesandLiteratureDepartmentofForeignLanguagesandLiterature
2、NationalChung-ChengUniversityNationalChung-ChengUniversity96.11.25.(Tuesday)01:30-3:00pm96.11.25.(Tuesday)01:30-3:00pm7/11/20257/11/20251 1Whatisqualitativeresearch?Qualitativeresearchisastudyofhumanactorsinnaturalsettings,inthecontextoftheirordinary,everydayworld;Itseekstounderstandthemeaningsandsi
3、gnificanceoftheseactionsfromtheperspectiveofthoseinvolved;Itusuallyfocusesonasmallnumberofindividuals,groupsorsettings;Itemploysarangeofmethodsinordertoestablishdifferentperspectivesontherelevantissues;Itbasesitsanalysisonawiderangeoffeatures;Itonlyusesquantificationwherethisisappropriateforspecific
4、purposesandaspartofabroaderapproach.(Richards,2003:10)7/11/20257/11/20252 2Qualitativeresearchismultimethodinfocus,involvinganinterpretive,naturalisticapproachtoitssubjectmatter.Thismeansthatqualitativeresearchersstudythingsintheirnaturalsettings,attemptingtomakesenseof,orinterpret,phenomenaintermso
5、fthemeaningspeoplebringtothem.Qualitativeresearchinvolvesthestudieduseandcollectionofavarietyofempiricalmaterialscasestudy,personalexperience,introspective,lifestory,interview,observational,historical,interactional,andvisualtextsthatdescriberoutineandproblematicmomentsandmeaningsinindividualslives.(
6、DenzinandLincoln,1994:2)7/11/20257/11/20253 3SevenTraditionsSevenTraditions(Richards,Keith.2003.(Richards,Keith.2003.Qualitative Inquiry in TESOLQualitative Inquiry in TESOL.New.NewYork:PalgraveMacmillan)York:PalgraveMacmillan)1)Ethnography2)GroundedTheory3)Phenomenology4)CaseStudy5)LifeHistory6)Act
7、ionResearch7)ConversationAnalysis7/11/20257/11/20254 4III.MajorResearchMethodsIII.MajorResearchMethodsMarshall,C.&G.B.Rossman(1989).DesigningQualitativeResearch.Marshall,C.&G.B.Rossman(1989).DesigningQualitativeResearch.NewburyPark,CA:SagePublications,Inc.,pp.79-105.NewburyPark,CA:SagePublications,I
8、nc.,pp.79-105.PrimaryDataCollectionTechniques:ParticipantObservationIn-depthInterviewingSupplementalDataCollectionTechniques:QuestionnairesandSurveysFilms,Photographs,andVideotapesProjectiveTechniquesandPsychologicalTestingProxemicsKinesicsStreetEthnographyEthnographicInterviewingEliteInterviewingHi
9、storicalAnalysisLifeHistoryContentAnalysisUnobtrusiveMeasuresArtifacts7/11/20257/11/20255 5ApproachesandProceduresinClassroomApproachesandProceduresinClassroomResearchResearch(AllwrightandBailey,1991:35-75)(AllwrightandBailey,1991:35-75)Approaches Theory-first(driven)Approach Data-first(driven)Appro
10、ach Combined Approaches 1.Experimental Studies 2.Naturalistic Inquiry 3.Action Research 4.Combined Approaches (Naturalistic+Experimental/Product-Process+Observational)5.Sociolinguistic Approach(Hymes SPEAKING Model)Procedures Having a general(or specific)problem in mind Modifying(Refining/reformulat
11、ing)it progressively Collecting data needed via observation,interview,experiments,etc.Looking at the most visible things(the easiest to observe,record,count)Analyzing the data in pre-determined categories Preparing the results Presenting the results Writing the results up 7/11/20257/11/20256 6Qualit
12、ative and Quantitative Procedures in Data Qualitative and Quantitative Procedures in Data Collection and Analysis Collection and Analysis(Allwright and Bailey 1991:66)(Allwright and Bailey 1991:66)Quantitative data collection/quantitative analytic procedures:Computing statistical comparisons of lear
13、ners test scores to see if there are any significant differences between groupsQuantitative data collection/qualitative analytic procedures:Judging numeric data qualitatively,e.g.,evaluating English test scores to determine acceptable levels of proficiencyQualitative data collection/quantitative ana
14、lytic procedures:Tabulating the observed frequency of occurrence of certain linguistic structures in transcripts of classroom interactionQualitative data collection/qualitative analytic procedures:Summarizing written field notes to yield prose profiles of various teachers in an observational study7/
15、11/20257/11/20257 7InterviewProceduresInterviewProcedures(JamesP.Spradley,1979.(JamesP.Spradley,1979.The Ethnographic InterviewThe Ethnographic Interview.NY:Holt,Rinehart.NY:Holt,RinehartandWinston)andWinston)Step1:LocatinganinformantStep2:InterviewinganinformantStep3:MakinganethnographicrecordStep4
16、AskingdescriptivequestionsStep5:AnalyzingethnographicinterviewsStep6:MakingadomainanalysisStep7:AskingstructuralquestionsStep8:MakingataxonomicanalysisStep9:AskingcontrastquestionsStep10:MakingacomponentialanalysisStep11:DiscoveringculturalthemesStep12:Writinganethnography7/11/20257/11/20258 8Obser
17、vationProceduresObservationProcedures(JamesP.Spradley.1980.(JamesP.Spradley.1980.Participant Observation.Participant Observation.NY:Holt,NY:Holt,Rihehart,andWinston)Rihehart,andWinston)Step1:LocatingasocialsituationStep2:DoingparticipantobservationStep3:MakinganethnographicrecordStep4:Makingdescript
18、iveobservationsStep5:MakingadomainanalysisStep6:MakingfocusedobservationsStep7:MakingataxonomicanalysisStep8:MakingselectedobservationsStep9:MakingacomponentialanalysisStep10:DiscoveringculturalthemesStep11:TakingaculturalinventoryStep12:Writinganethnography7/11/20257/11/20259 9IV.AnalyticalProcedur
19、es1)GettingStarted2)DataCollecting(GettingtheEntry,ParticipantObservation,Interviewing,Audio-/Video-Taping,ArtifactSearching,TheoreticalSampling)3)DevelopingaCodingScheme/Framework4)SettingupaSystemofCodingCategories(Open,Axial,andSelective)5)Coding(Bracketing,Epoching,Ideating,TabulatingandTallying
20、)6)DrawingtheWholePicture7)MakingaConclusion8)PresentingtheResults9)WritinguptheResults7/11/20257/11/20251010DataAnalysisProceduresDataAnalysisProceduresStep1:ListeningtotherecordingsrepeatedlyStep2:ConsideringwhattoanalyzeStep3:PickinguptheprominentfeaturesStep4:SketchingthelessonstructuresStep5:Tr
21、anscribingtherecordingsintoverbatimtranscriptsStep6:HighlightingtherelevantlinguisticfeaturesStep7:Codingtheselecteddataintothepre-determinedcategoriesStep8:Calculatingtheinter-ratersreliabilityStep9:CodingthedataholisticallyStep10:TabulatingandcountingthefrequencyofoccurrenceofeachpatternStep11:Ana
22、lyzingthedataqualitativelyorquantitatively.Step12:PresentingtheresultsStep13:Writinguptheresearch7/11/20257/11/20251111MultipleTriangulationinDataAnalysisMultipleTriangulationinDataAnalysis(Denzin,1970:472;vanLier,1988:13)(Denzin,1970:472;vanLier,1988:13)TheoreticalTriangulationDataTriangulationInve
23、stigatorTriangulationMethodologicalTriangulation7/11/20257/11/20251212AnalyzingVideotapedMaterialsAnalyzingVideotapedMaterials(vanLier,1988:65)(vanLier,1988:65)StageI:GlobalViewingStageII:ChoiceofSpecificOccasionsofInterestforMoreDetailedAnalysisStageIII:SpecificationofDifferencesintheTransitionorJu
24、nctures,withSpecificAttentionPaidtoNon-verbalContextualizationCuesStageIV:DetailedDescriptionoftheParticipationStructuresStageV:ConstructionofaModelShowingthePrinciplesofSocialOrganizationUnderlyingtheSurfaceFormofCommunicationBehaviorinInteractionStageVI:EstablishingtheGeneralizabilityoftheStructur
25、esAnalyzed7/11/20257/11/20251313V.QualitativeInquiryinTEFLinthedecadeV.QualitativeInquiryinTEFLinthedecade(1996-2008):SomeNCUEMastersTheses(1996-2008):SomeNCUEMastersTheses蔡雅琴(1996)MandarinasaLinguaFrancainEFLClassrooms:ExperiencedandInexperiencedTeachersLanguageRegulationinSeniorHighSchool(英文教室教師使用
26、中文的研究)林惠玉(1996)QuestioningStrategiesUsedbyExperiencedandLessExperiencedEFLTeachers(國中英語教師詢問策略之研究)魏延斌(1996)ACaseStudyoftheInstructionalStrategiesinEFLClassrooms(國中英語教師教學策略之個案研究)陳玉齡(1997)StructureofTopicinSeniorHighSchoolEFLClassrooms:ACaseStudy(高中英語教師的話題結構研究)呂采芬(1997)MethodologicalTransitioninginJuni
27、orHighSchoolEFLClassrooms:ACaseStudy(國中英語教師的教法轉換研究)7/11/20257/11/20251414盧慧娜(1998)TeacherSpeechElaborationinJuniorHighSchoolEFLClassrooms:ACaseStudy(國中英語教師語言擴增現象的研究)谷湘琴(1998)TeacherRepetitioninJuniorHighSchoolEFLClassrooms:ACaseStudy(國中英語教師語言重複現象得研究)吳如雅(1998)FloorManagementinJuniorHighSchoolEFLClass
28、rooms:ACaseStudy(國中英語教師處理說話權的研究)賴盈志(1999)TeacherCode-SwitchinginSeniorHighSchoolEFLClassrooms:ACaseStudy(高中英文教師語碼互換之研究)洪淑琪(1999)ACaseStudyofCollegeFreshmensResponsestoTeacherandPeerFeedbackinEnglishCompositions(大一學生對教師與同儕評改英文作文意見之反應分析)何維綺(2001)AStudyonTeacherVocabularyExplanationinVocationalSeniorHi
29、ghSchoolEFLClassrooms(高職英文教師解釋生字之研究)7/11/20257/11/20251515楊純真(2003)AStudyoftheEffectsofGuidedReadingandWritingDirectionsonTaiwaneseSeniorHighSchoolStudentsEnglishWriting(閱讀與寫作指引對台灣高中生英文寫作的影響)張郁婕(2003)AStudyofSeniorHighSchoolEFLTeachersBeliefs,Assumptions,andKnowledgeDuringTheirMethodologicalDecision
30、MakingProcess(高中英文教師教法決策信念之研究)鍾媄嫃(2003)AStudyoftheSeniorHighSchoolEFLTeachersBeliefsinMaterialsCompilation,SelectionandUse(高中英文教師對教材選編用之信念研究)劉菁菁(2004)AStudyofTeachersBeliefsandStrategiesUsedinCopingWithStudentsExpectationsinFour-YearTechnologicalColleges(四技通識英文教師信念與處理學生期望之策略運用的研究)賴怡君(2004)AStudyofC
31、ollegeEnglishTeachersBeliefsinWritingInstruction(大學英文教師作文教學信念之研究)7/11/20257/11/20251616葉瑪思(YilmazKeskin)(2004)AnAnalysisoftheEnglishandTurkishLexicalandGrammaticalErrorsMadeByChineseCollegeStudentsinTaiwan(台灣大學生英文與土耳其文語詞與文法錯誤之分析)陳秀玲(2005)AStudyofJuniorHighSchoolEnglishTeachersBeliefsandPracticesinVo
32、cabularyInstruction(國中英語教師單字教學信念與實務之研究)吳姿燕(2005)AStudyofElementarySchoolEnglishTeachersBeginningsofTheirEnglishClasses.(國小英語教師開始上課行為之研究)陳怡曄(2005)HomeworkinJuniorHighSchoolEFLClassrooms.(國中英語教室家庭指定作業之研究)張紜榛(2005)AStudyofJuniorHighSchoolEnglishTeachersRolesandTheirCopingStrategies(國中英語教師角色及應變策略之研究)謝菁梅
33、2005)AStudyofJuniorHighSchoolEnglishTeachersBeliefsandPracticesinGrammarInstruction(國中英語教師文法教學信念與實務之研究)廖怡芬(2006)A case study of university freshmens compare/contrast writing process strategies and genre-specific strategies.(大一學生比較/對比文寫作過程策略與文體寫作策略之個案研究)7/11/20257/11/20251717劉淑萍(2006)A case study of
34、 college English-major freshmens narrative writing strategies.(大學英語系一年級學生敘述文寫作策略之個案研究)李麗玲(2008)Dyadic collaborative writing in a senior high school EFL classroom:A case study.(高中英文作文教室雙人同儕互動與協同寫作之研究).王恩雅(2008)ArgumentativewritingstrategiesandwritingprocessstrategiesusedbyEFLcollegefreshmenandjuniors
35、Acasestudy(大一及大三學生英文議論文體寫作策略及寫作過程策略之個案研究)7/11/20257/11/20251818VI.WhatFindingsDidWeGetfromThem?LanguageUseinClassTeachingandLearningStrategiesContentofTeacherTalkTeacherTalkRegistersTeacherSpeechModificationsFloorManagementReadingandWritingConcernsTeachersRolesandRoleShiftTeacherBeliefs,Assumptions
36、andKnowledge(BAKs)7/11/20257/11/20251919RetrospectionA)IssuestoPonder:-Data-DrivenorTheory-Driven?-TheTransformationoftheDataCollected-GettingAccesstotheSubjects-GettingthePermissiontoWorkwith-ObserversParadox-TechnicalFailure-IrrecoverabilityoftheClassroomEvents-GettingEntrytotheResearchSites-Subje
37、ctivity-Validity-IncompletePuzzlesScrambledB)PossibleSolutions?7/11/20257/11/20252020VII.ProblemsEncounteredTime-ConsumingEnergy-ConsumingHardtofindresearchsettingsDifficulttofindresearchsubjectsDifficulttosetupcategoriesFewresearchresultsHardtomakeGeneralizationsInsufficientcasesstudiedInsufficient
38、patience7/11/20257/11/20252121VIII.PossibleSolutionstotheProblemsEncounteredSpareextratimefordoingqualitativeresearch.Dosomemoreexercisestostrengthenyourmusclesforconductingqualitativeresearch.Trytocontactwhateveragenciesandwhoeverpossibletogettheentrypermit.Askthosewhoareabletohelpforbuildingthesoc
39、ialnetworkinordertotargetthesubjectsinthefieldsite.Constructtheworkingcategoriesfirstbyconsultingtherelevantliterature,thenbypreviewingthedata,andfinallyaskingforhelpfromtheexperiencedresearchers.Encourageasmanyresearchersaspossibletoconducttheirqualitativeresearchandpublishtheirresultsinpublic.Orga
40、nizerelevantacademiccommunitiesfortherelatedfieldsofstudy,especiallyforthequalitativeresearchgroups.7/11/20257/11/20252222IX.ConclusionDoingqualitativeresearchiseasy.Doingqualitativeresearchisfun.Doingqualitativeresearchispromising.Doingqualitativeresearchisrewarding.Letsdoitaltogether!Letscombinete
41、acherresearch,classroomresearchandactionresearch.7/11/20257/11/20252323TeacherResearchActionResearchClassroomResearchTeachersActionResearchintheClassroomIntersectionofClassroomResearch,TeacherResearchandActionResearchIntersectionofClassroomResearch,TeacherResearchandActionResearch7/11/20257/11/20252
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50、ley,JamesP.(1979).The ethnographic interview.NewYork:Holt,RinehartandWinston._.(1980).Participant observation.NewYork:Holt,RinehartandWinston.7/11/20257/11/20252929J7G4D1z-w&t!qYmVjSgOdLaI6F3B0y)v%s#pXlUiQfNcK8H5E2A+x*u$rZnWkThPeMaJ7G4C1z-w&t!pYmVjRgOdL9I6E3B0y(v%s#oXlTiQfNbK8H5D2A-x*u$qZnWkShPeMaJ7
