Key Methods in Second Language Acquisition Research

Alessandro Benati [+–]

University College Dublin

Professor Alessandro Benati (School of Education, University College Dublin) has held academic positions in several British and overseas institutions. He is known for his work in second language acquisition, and he published ground-breaking research on the pedagogical framework called processing instruction. His research on processing instruction has been recently driven by the use of new online measurements (e.g., eye tracking, and self-paced reading). Alessandro has coordinated national and international high-impact research projects which have been influential in determining educational policy and had an impact in providing effective language teacher training programs. He is the author and co-author of several research monographs, peer-reviewed articles in high-ranked journals, and editor and co-editor of book series and scientific journals such as Cambridge Elements in SLA and Instructed Second Language Acquisition. He was a member of the sub-panel for Modern Languages and Linguistics for the Research Excellence Framework for England (REF 2021), AHRC Panel, and he is an Honorary Professor at Your SJ University (UK), University of Hong Kong (China), Adjunct Professor at Macquarie University (Australia), and Visiting Professor at Anaheim University (USA)

Key Methods in Second Language Acquisition Research is a book written to help novice teachers and undergraduate students developing an awareness and understanding of the key methodological frameworks and processes used in second language research. The book should also help readers generating ideas and researchable questions and adopting particular research methods and procedures to collect and analyse data. The book is divided into three main parts: Key Stages in Second Language Research (Part One); Key Methodological Frameworks (Part Two); Mixed Frameworks and Psycholinguistics Methods (Part three).

Preliminaries

Acknowledgements [+–] xi

Key Methods in Second Language Acquisition Research is a book written to help novice teachers and undergraduate students developing an awareness and understanding of the key methodological frameworks and processes used in second language research. The book should also help readers generating ideas and researchable questions and adopting particular research methods and procedures to collect and analyse data. The book is divided into three main parts: Key Stages in Second Language Research (Part One); Key Methodological Frameworks (Part Two); Mixed Frameworks and Psycholinguistics Methods (Part three).

Preface [+–] xiii-xiv

PART ONE: KEY STAGES IN SECOND LANGUAGE RESEARCH

1. What are the Key Components in Second Language Research? [+–] 3-34

In this chapter a clear definition of second language research is provided. Similarities and differences between research as a natural process and research as a scientific method of enquiry will be presented. Research is a cyclical process which involves a number of interrelated phases such as producing literature reviews, formulating research questions and/or hypotheses, and developing a careful methodological plan to collect and analyse data. These phases will be analysed and discussed. Key methodological frameworks will be briefly introduced. Qualitative and Quantitative research will be defined. Ethical considerations in conducting second language research will also be considered.

2. What Are the Key Components of a Typical Research Paper? [+–] 35-54

In this chapter, the format of the standard research paper will be presented and discussed. Even though every research paper is unique in content and structure, there is an organizational pattern that writer/researcher tend to follow and it is considered typical and standard. One Experimental Study (Benati, Lee, and Hikima 2010) and one Case Study (Nabei and Swain 2002) will be used to provide examples and to illustrate how these components are included in a paper from two different research frameworks.

PART TWO: KEY METHODOLOGICAL FRAMEWORKS

3. Action Research Framework [+–] 57-71

In this chapter the main components of the Action Research approach to second language research and the considerations and steps involved in implementing an Action Research will be presented and analysed. Advantages and threats in using this framework will be explored. An exemplary study will be presented to show and to describe to readers how Action Research is conducted and how findings are presented. Sources for further reading will be provided.

4. Experimental Research Framework [+–] 73-96

In this chapter the basic structure and function of the experimental research framework will be introduced and explained. Key procedures to collect and analyse data within an experimental research framework will be presented. Advantages and disadvantages in using this framework will be explored. An exemplary study will be presented to show and to describe how an experimental study is conducted and how findings are presented. Key terms associated to experimental research and sources for further reading will be provided.

5. Classroom Observation Research Framework [+–] 99-118

In this chapter the basic concept and components of the classroom observation research framework will be presented. What is classroom observation? Why do we carry out classroom observation? How can we carry our classroom observation are some of the key questions addressed in this chapter. Key procedures to collect and analyse data within an observation research framework will be discussed. Advantages and disadvantages in using this framework will be explored. An exemplary observation classroom-based study will be presented to show and to describe to readers how such as study is conducted and how findings are presented. Key terms associated to observation research and sources for further reading will be provided at the end of the chapter

6. Case Study Research Framework [+–] 119-132

In this chapter the basic concept and components of a case study research framework will be presented. What is a case study? Why do we choose a case study framework? What are the characteristics? How do we conduct a case study? There are some of the key questions addressed in this chapter. Key procedures to collect and analyse data within a case study research framework will be discussed. Advantages and disadvantages in using this framework will be explored. An exemplary case study will be presented to show and to describe to readers how such a study is conducted and how findings are presented. Key terms associated to case study research, key terms and sources for further reading will be provided at the end of the chapter.

PART THREE: MIXED FRAMEWORKS AND PSYCHOLINGUISTIC METHODS

7. Mixed Research Frameworks and Psycholinguistic Methods [+–] 137-145

In this chapter the argument for a process and product component and the use of Mixed Research Frameworks will be considered. Key components will be identified and how we conduct study using this research framework will be discussed. In the second part of the chapter, Psycholinguistics Methods to collect and analyse data will be presented. This will include self-paced listening and reading, eye tracking, ERPs, and priming among others.

8. Research Components in a Nutshell [+–] 149-157

In this book the reader has been provided with an overall view of how research in second language learning and teaching is conducted using different research frameworks such as action research, experimental designs, observations, case study and psycholinguistics methods. The main principles and components of these frameworks have been explored and an exemplary study for each of them provided. Instruments to collect and analyse data were presented from both a qualitative, quantitative and mixed perspective. In the following sections some of the most common questions in relation to second language research will be considered.

End Matter

References [+–] 159-164

Index [+–] 165-166

Reviews

Pre-Publication Reviews

This book can be certainly labelled as one of the best basic SLA methodology manuals one has ever encountered - written in a very concise manner with a clear language and appropriate style, this book is a perfect companion for novice teachers and students. What makes this book different from similar books of this kind, is that it achieves to guide the reader in a very smooth and progressive way towards developing a specific research methodology by enabling him/her to gain knowledge of the different research approaches and methods presented in it.
Dr Tanja Angelovska, Ludwig Maximilian University, Munich

This book provides thought-provoking, foundational insight on how to understand and design research in second language acquisition. Readers, especially those new to the field, will appreciate the book's step-by-step approach during their journey through key issues, methodologies, and mixed- and psycholinguistic frameworks. The book is not only extremely accessible in terms of its readership, but it also serves as an indispensable manual that is sure to educate and captivate anyone interested in delving into research in second language acquisition.
Professor John W. Schwieter, Wilfrid Laurier University

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