COLEGIO DE SAN ANTONIO DE PADUA

Supervised by the Lasallian School Supervision Office

Ramon M. Durano Foundation, Compound
Guinsay, Danao City, Cebu
Tel No. (032) 344-4709
www.CSAP.edu.ph

MODULE I
IN
LANGUAGE
EDUCATION
RESEARCH
This course develops skills in applying principles and approaches in research
to find answers to questions in language learning and teaching.

STUDENT’S NAME/ COURSE&YR

ANA MARIE LEONES-MONTE

 Table of Contents
Module Page Date
No.

Module 1 – NATURE OF LANGUAGE RESEARCH 1

Lesson 1 – Meaning and Kinds of Research

Learning Experience/Content
1 August 16,
2021
Learning Activities
4

Self-Assessment
5

Lesson 2 – Paradigm of Language Research

Learning Experience/Content 7 August 23,

2021

Learning Activities 11

Self-Assessment 12
 MODULE I: NATURE OF LANGUAGE RESEARCH

In this module, different definitions of research are being discussed as well as its kinds which
could help in designing a research.

 LESSON 1: Meaning and Kinds of Research

 explain the nature of research

 differentiate scientific research to common sense
 identify and explain the kind of research

Learning Content

According to Merriam-Webster Dictionary, research is an investigation or

experimentation aimed at the discovery and interpretation of facts, revision of accepted
theories or laws in the light of new facts, or practical application of such new or revised
theories or laws. Cambridge Dictionary states that research isa detailed study of
subject, especially in order to discover (new) information or reach a(new) understanding.

In addition, research is the formalization of natural processes we all carry from

birth in dealing with the environment (Seliger and Shohamy, 1989). It begins with
curiosity about a certain phenomenon and it attempts to seek the truth or facts about the
relationships of the variables that influence the observed phenomenon. It aims to
“describe, identify, control relationships among phenomena” to test existing principles
and develop a theory.

Research involves scientific process. It requires systematic procedure in investigating

observable phenomenon. The researcher studies the data objectively and examines critically the
findings of his/her own investigation against those conducted by others, after which he/she
identifies the weaknesses and strengths of his/her own study.

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. Although Kerlinger(1972)
stated that common sense and science are similar for the latter is “a systematic extension of
common sense,” they still differ in many aspects. Seltltiz, et al., (1976), as mentioned by
Catane( 2000), cited 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.

For several years, many believed that children acquire and learn their first language by
imitating the words and phrases they hear from their parents and other speakers, as suggested by
common sense, until language experts who were not just content on describing “learner
language” also sought to explain how a child acquires and learns a language. They raised
questions such as: “How do external and internal factors, such as: “How do external and internal
factors, such as social context/situation, attitudes, motivation, and learning opportunities,
learning styles and strategies account for the child’s or learner’s first and second language
acquisition and learning? How do mental processes translate the learners’ existing knowledge of
the universal properties of language in coping with communication difficulties?” What
differences are there in the way in which individual learners acquire a language? What effects
does instruction have on second language acquisition/ learning? All these questions caused
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experts to find answers to these queries by conducting scientific research. Thus, the final
objective of research is to arrive at some principles that people have not yet known before the
investigation began.

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).

It can be said then that research follows certain steps which begin with 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.

However, research concerns obtaining knowledge which may come from four different
types of sources. (Seliger and SHohamy, 1989).

Type 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.

Type 2: Knowledge as authority. Certain conclusions become acceptable since they

come from a source whose views on phenomenon in his/her field of research are regarded as
educated judgment, therbygzining popularity. Some methods that were accepted and became
popular on the basis of authority were Silent Way, Suggestopedia, and Community Language
Learning.

Type 3: A prior knowledge. It resembles beliefs, but this type 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 prior knowledge.

Type 4: Empirical knowledge. Knoledge 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.

Thus, language research brings us in contact with different sources of knowledge: belief,
authority, a priori theories and empirical evidence.

 Kinds of Research

Research can be categorized as basic or theoretical, applied and practical. Although

each kind may be carried out separately and independently, their relationship is not
unidirectional. However, the division is useful since language research covers various topics and
questions, from generating theories and models to explain phenomena on language acquisition
and learning, to the actual practical application of these theories and applied findings in language
teaching and learning methods approaches and techniques.

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 Selinger and Shohamy illustrate how these three kinds are interrelated. A linguist (A)
views that different languages share universal features’ and he/she is interested in finding out in
terms of rules necessary to 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.

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.

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 draws 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.

The above illustration shows the interaction of the three kinds of research. Linguist A
was concerned with basic or theoretical research and in generating theory. Linguist B focused
on an independent theory or relative clauses and applying linguist A’s conclusions to a specific
problem situation. On the other hand, researcher C dealt with the practical aspects of relative
clauses for the production of instructional materials.

To sum up, the kinds of research may be classified according to its purpose and the
degree to which the findings may be utilized. Basic research also known as “pure” research is
directed towards the development of a scientific knowledge rather than its practical application.
Applied research considered as an action research is 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. Practical
research is directed towards materials development gained from practical knowledge or
experience.

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  LESSON 2: Paradigm of Language Research

 illustrate the four parameters of language research

 outline a plan for a selected topic identifying its four parameters
 explain the preparatory stages in conducting a language research
 make a research plan with all its essential part

Learning Content
Language research, just like researches in other disciplinaes, is a complex process. There
are different factors to be considered in this type of research such as the language use, type of
users, acquisition process, setting, research methodology and related disciplines.

Language use determines primarily whether the language is first, second or foreign to
the speaker. A research on the acquisition of either one of these three uses of language will
greatly vary from one another. Within each use, there are many sub-functions of language. For
instance, a second language may be regarded as a medium of personal enhancement, social
prestige, professional growth or political and economic alliance. Each function can be a rich
source of research.

The type of users takes into accounts the age and characteristics of the learners. These
are closely tied up with the language acquisition process. It is a common belief that the young
learner acquires language faster than adult. However, a strongly motivated learner can also
acquire language faster.

Language setting identifies the environment within which language is acquired. A native
speaker acquires it in a natural environment- at home, with family members, with playmates; a
second or foreign language learner acquires it in the classroom under the supervision of a
teacher.

Research methodology is determined by the researcher’s philosophy, motivation for

conducting the research and conditions under which the research is conducted. If a teacher-
researcher believes that attitude very much influences acquisition of a foreign language
(philosophy), and wants to find out if it affects his/her students’ learning of the language
(motivation) required in their curriculum (conditions), he/she might want to conduct a study on
the students’ attitude towards the foreign language and its effect on their learning of the
language. A study like this will use tools such as survey, questionnaire and interview.

Related disciplines pertain to areas that influence language study like education,
psychology, sociology, anthropology and others. A language acquisition research may consider
pedagogy (education), students’ motivation (psychology), the role of language in society
(sociology), or the origin and development of the language (anthropology).

 Framework of Language Research

According to Seliger and Shohamy (1989), research on language must be defines by four
parameters: approaches, objectives, which are conceptualized in the planning stage while
research design and data collection/analysis actualized in the operational stage.

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Parameter 1: Approaches
Approaches refer to how one views the language research to be conducted. It may be
viewed in general or specific perspective. A general view considers language as whole in order
to get a clearer picture of the relationship of the parts. For instance, the researcher is interested in
finding out the general difficulties of Chinese students in learning the English language or an
aspect of the language, like its phonology. A specific perspective considers one small part of the
language with a view of fitting it into a coherent view of the whole problem. In the study on the
difficulties of Chinese students in learning the phonology of English, the researcher may want to
target only the vowel system or the consonant system of English.

Parameter 2: Objectives
Objectives are concerned with the purpose of the research. It may aim to discover a
certain language phenomenon and postulate a theory about it afterwards which is called
hypothesis-generating or it may test an already existing theory, proving or disproving it later
known as hypothesis-testing. A study investigating the difficulties of Chinese students in
learning the English phonology may later show specific sounds that the students find difficult in
general. From the findings, the researcher may later postulate a theory that Chinese students find
difficult in pronouncing certain English sounds. Another study may want to investigate is the
main reason for these difficulties, testing the hypothesis that language learners have difficulty
pronouncing sounds of foreign language that are absent in their first language. In the study,
several nationalities were taken as subjects, whose difficulties were noted and correlated with
their first languages. The results may prove the theory true or false.

Parameter 3: Research Design

Research design establishes the method used in conducting the study. It deals with the
handling of factors such as scope, variables, form and writer’s point of view. These, in effect are
influenced by approaches and objectives. A study using general approach aimed at generating
hypothesis may deal with a broad scope, few variables, less attention to form and objective point
of view. For instance, going back earlier example of a research on the difficulties of Chinese
students in pronouncing English sounds, the scope is broad because the approach is general;
variables are limited only to age, and first language; the form includes all English sounds, and
the researcher relies mostly on his/her interpretative abilities, making subjectivity high.

In contrast, if the study’s approach is specific, aimed at testing hypothesis, it will deal
with a limited scope, more variables, more attention to form and subjective pint of view. Using
the same example, a research on the difficulties of Chinese students in pronouncing the English
vowels with the aim of testing the hypothesis on the influence of the native language on the
learning of a foreign language, the investigation is restricted only to the pronunciation of vowel
sounds of English; the variables should include age, sounds of first language and sounds of the
second language; the forms should consider comparison of the vowel sounds of English and their
equivalents in Chinese language; the researcher relies more on other tools such as taped
conversations or oral activities of the subjects rather than his/her subjective interpretative skills.

Parameter 4: Data Collection and Analysis

Data in language research may constitute observed behaviors such as language
performance, written or oral; information provided by subjects of the study, such as attitude,
beliefs, perceptions; records of language proficiency from tests, class ratings, etc. A study on the
language learning styles of college students will comprise mainly of the observed different
learning strategies they employ in an English class. After identifying the data needed to pursue
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the study, the researcher proceeds to identifying the methods/s of collecting and analyzing these
data. The tools commonly used in gathering language data are tape and observation which are
used for behavior documentation; attitude questionnaire for identifying beliefs and perceptions,
and metalinguistic test for language proficiency.

 Preparatory Stage

Much of the success of a research activity depends on the plan conceived for carrying out the
research. There are certain steps to be followed as you start your language research, these are: (1)
selecting and focusing a research problem; (2) deciding on the research design and objectives;
(3) reviewing related literature and studies.

1. Selecting and focusing a research problem

a. Sources of a research problem. A research topic may be derived from 3 sources: the
researcher’s experience and interest; other language researchers; researches on allied disciplines.

 Researcher’s experience and interest. A research problem may come from the
researcher’s personal experience with the study of language which he/she finds
interesting. In school or at work as a student or a teacher, he/she may observe
things happening in the process of learning or teaching which arouse curiosity and
lead to questions seeking answers. The desire to find answers to such questions
may trigger the development of a research problem. For instance, a student
observes that his/her classmates who excel in English also excel in other subjects.
Such an observation may lead to the question “does proficiency in English
facilitate learning other academic subjects?” From this, a research problem
correlating English proficiency with academic performance in other subjects may
be formulated.

 Other language researchers. A researcher may get ideas on interesting topics to

work on from the recommendations of other language researchers based on their
research study.

 Researches on allied disciplines. Language study is closely linked with other

disciplines as mentioned earlier. Reading researchers in Psychology, Education,
Sociology, Anthropology, can provide the researcher a rich source of topics from
which a research problem may be chosen.

b. Focusing a research problem. Narrowing down the topic should be considered after
the selection of the general topic. Remember that the topic can be done within the
researcher’s environment like, time, resources,researcher’s expertise and other conditions
under which the study would be conducted. After which, the researcher is ready to decide
whether to continue on a general topic or work on a specific topic.

c. Formulating the general and specific questions. Having decided to work on a

specific aspect of the topic, the researcher now has to translate this choice into general
and specific questions which will constitute the research statement of the problem. One
general problem that expresses the entire goal of the study will be formulates followed by
three to five specific questions inquiring on the particulars of the general problem.

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2. Deciding on the research methodology

a. Choosing the appropriate methodology and procedure. Decisions on the

appropriate method of research to use depend on the research approach and objectives of the
study. There are many methodologies used in language research, but the common ones are
descriptive and experimental.
Examples of a descriptive language study are oral proficiency of college students in a
certain university, correlation between grades in English and grades in other academic
subjects among high school students, comparison of difficulties in learning English among
foreign students in the Philippines. On the other hand, effectiveness of multi-intelligence
method in teaching freshman English in college, validation of an instructional material for
teaching English on-line, comparison of the English proficiencies of regular and on-line
students are examples of experimental language study.

3. Reviewing related literature and studies

a. Reason for the review. (1) To broaden the researcher’s perspective of the research
problem and
(2) to help him/her focus the problem into a workable research questions. These two are the
primary reasons why a review of related literature and studies is necessary.
From the review of books, articles, and other literature, the researcher becomes familiar
with the different theories underlying the chosen topic, other writer’s insights on the topic, and
resent developments on the study. From researches done by others, the researcher is exposed to
the varied methodologies applied to different studies and their significant findings and
conclusions.

b. Sources of related literature and studies

 Libraries. Institution libraries are the primary provider of information for the review.
However, many libraries are inadequate in providing the materials that the students need.
Institutions which pay importance to research must equip their libraries with substantial
and updated materials. Otherwise, this may deter instead of support the conduct of
research.
 On-line. Today, much information is provided by the internet which has boosted
research. The researcher must very judicious in selecting materials because not all
information posted online is reliable.
 Professional Organizations. Some valuable materials on their specific disciplines are
kept by professional organizations. Attending their conferences will provide access to
these materials.

Foreign embassies. Some researches, especially in social sciences, will find valuable materials
in embassies. A letter requesting access to these materials endorsed by the student’s adviser and
dean can help facilitate research in these libraries.

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 LESSON 1: Learning Activities

Name: ________________________________________

Course &Yr: __________________ Score: __________

I. Answer with a complete thought the following questions about Research.

1. What is research?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What are the sources of knowledge in research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What are the kinds of research? Explain each.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

II. Explain briefly the following statements.

1. “Research” has the idea with “common sense”

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. “Basic research also known as “pure” research”

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. “Applied research considered as an action research”

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. “Practical research”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 LESSON 2: Learning Activities

Name: ________________________________________

Course &Yr: __________________ Score: __________

I. Answer the following with a complete thought.

1. What is a language research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Why is language research a “complex process”?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What are the different factors of language research? Explain each briefly with examples.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What are the steps to be followed in language research?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

II. Decide the following statements whether it’s TRUE or FALSE about Language Research.
Write TRUE if the statement is correct and FALSE if it gives an incorrect statement.
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1. Language research requires a complex process. _____
2. The age and characteristics of a learner is one of the factors in language research. _____
3. The parameters of language research are: approaches, objectives, Research Design, &
Analysis. _____
4. Research Design establishes the purpose which aims to discover a language phenomenon.

_____
5. The first step in doing language research is deciding on the research design and objectives.

_____
6. A researcher’s experience and interest is the only source of a research problem.

_____
7. The common methodologies used in language research are descriptive and experimental.

_____
8. Review of related literature and studies is a must in language research.

_____
9. Related disciplines talks about the areas that influence language study.

_____
10. Data in language research may constitute observed behaviors like language performance.

_____
11. Language acquisition and language learning are the same. _____
12. English is foreign language. _____
13. Young learners acquire language faster than adult. _____
14. “Hypothesis-testing” is part of “Language Research. _____
15. Research design contains the theories and framework in Language Research. _____

II. Identify what are the following statements pertain to.

1. It primarily determines the language is first, second or foreign to the speaker.

_________________
2. It describes as to where a native speaker acquires a language. _________________
3. What factor of language research takes account for the age and characteristics of the
learners? _________________
4. It is one of the factors of language research which emphasizes the areas like education,
psychology, sociology, anthropology and the like. _________________
5. Tools such as survey, questionnaire and interview are part of _________________
6. It refers to someone’s view of the language research in general or specific perspective.

_________________

7. It deals with the handling of factors such as scope, variables, form and writer’s point of view.

_________________

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8. Its main concern is the purpose of the study. _________________

9. It is the finale stage in language research. _________________

10. Deciding on the research methodology, is what stage of language research.

_________________

*SELF- ASSESSMENT*

NAME: _____________________________SCORE: _______

COURSE&YR: ________________

I. Identify the type of sources are the following topics/ concerns/titles pertain to. Write the
letter of your choice in the right column.

(a) Knowledge as belief (b) Knowledge as Authority

(c) A prior knowledge (d) Empirical knowledge

1. Competence of Language teachers in teaching Syntax, phonology, Morphology and

Semantics- _____
2. The study of how utterances are used in communicative acts, by intermediate pupils and
the role played by context and non-linguistic knowledge in the transmission of meaning

_____
3. Non-linguistic factors affecting students’ communicative competence _____
4. The study of the cognitive processes and representations underlying language use of
children _____
5. A Diachronic Study of the development of linguistic ability in individuals: Its Impact on
the acquisition of language in childhood _____
6. The study of linguistic factors that place a discourse in context: An Analysis _____
7. The Lexical Communicative Competence of English majors _____
8. Correlation of the Use of Taglish and the English Proficiency Among College Students

_____
9. Common Writing Errors of Second Year College Students: Bases of Proposal Measures
to Strengthen Writing Abilities- _____
10. A study on the Efficacy of Context Clues in Inferring Meaning of Unknown Words

_____

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II. Provide a word which starts with the letters found in the word “RESEARCH”. Make
sure that the word is related to research study. See the example given. (8 points)

e.g. YOUR TURN !

R - ead R
E- mpirical E
S- science S
E- nglish E
A- academics A
R- elated literature R
C- hange C
H- ypothesis H
III. Choose the best/correct answer among the four choices then put a smiling face beside
the letter of your choice then give a short justification.

1. The following are different definitions of research EXCEPT

A. Research requires systematic procedure.
B. Research begins with identifying the problem
C. Research does not need to follow scientific process
D. Research is an investigation or experimentation which aimed to discover new facts

__________________________________________________________________________

2. A study which goes through a process of observation and experimentation is what type of
knowledge?
A. Empirical knowledge C. Knowledge as Authority

B. A prior knowledge D. Knowledge as belief

__________________________________________________________________________

3. Researcher Ana continued the recommended study of the previous research output she
read in the library. What type of knowledge did Researcher Ana use?
A. Empirical knowledge C. Knowledge as Authority

B. A prior knowledge D. Knowledge as belief

__________________________________________________________________________

4. Linguist Vice believes that different languages share universal features and she is
interested in finding out more about this. On the other hand, Linguist Jhong, wants to find
out the validity of the principles abstracted by linguist Vice. What kind of research does
linguist Jhong apply?
A. Basic Research C. Applied Research
B. Theoretical Research D. Practical Research

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__________________________________________________________________________

5. Based on the study of Linguists Vice and Jhong, teacher Kaye wants to apply the results
of their studies in the classroom so she can draw a strength and weakness of their studies as
her conclusions. Teacher Kaye is concerned with what kind of research?
A. Basic Research C. Applied Research
B. Theoretical Research D. Practical Research

__________________________________________________________________________

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