research questions in language education and applied linguistics

Research Questions in Language Education and Applied Linguistics A Reference Guide

2021, Springer

This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [152] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions.

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Journal of Linguistics and Language Teaching

Thomas Tinnefeld

JLLT Volume 14 (2023) Issue 1 https://www.journaloflinguisticsandlanguageteaching.com/published-issues/volume-14-2023-issue-1 edited by Thomas Tinnefeld I. Articles Gerald Delahunty (Fort Collins (CO), USA): Words, Pictures, and Arguments: A Relevance-Theoretic Synthesis Journal of Linguistics and Language Teaching 14 (1), 11-22 Abstract: Whether visual representation can function in arguments is a controversial issue. Those who claim they cannot, claim that only propositions may function thus and that as visuals cannot represent propositions, they cannot function in arguments. The current paper, invoking recent developments in Relevance Theory, demonstrates that visuals, specifically photographs, can represent propositions and can therefore function as and in arguments. The paper demonstrates that visuals also communicate more than propositions in that they provide evidence for a range of ‘impressions’ that support a ‘credal attitude’ toward the document in which they occur. Liam D. Wilson (Hong Kong S.A.R.): Key Stage 3 ELT Coursebook Speech Acts Journal of Linguistics and Language Teaching 14 (1), 35-57 Abstract: The area of pragmatics is an important aspect of the languages that we use in our everyday lives. Speech acts are central to this, and they are often initially presented to language learners in the coursebooks (or textbooks) they read and use during their schooling. This investigation analysed which speech acts were targeted for instruction in junior secondary 3 English language coursebooks used in Hong Kong as learners complete Key Stage 3. The pragmalinguistic and sociopragmatic information presented in these coursebooks was also examined. It was found that certain speech acts (such as advice) were featured far more frequently than others (such as requests). There is also potential for improvement for future coursebooks when it comes to the pragmalinguistic (such as presenting speech acts as part of model dialogues) and sociopragmatic information (such as presenting speech acts being used in situations involving power distance or level of imposition). Therefore, this research contributes valuable findings regarding the speech acts in ELT coursebooks to the field of second language pragmatics. Esa M. Penttinen (Helsinki, Finland) & Heiner Böttger (Eichstätt-Ingolstadt, Germany): Cross-Linguistic Influences of Learning German in Finnish and German Upper Secondary Schools Journal of Linguistics and Language Teaching 14 (1), 59-77 Abstract: The aim of this study is to find out what importance upper secondary school learners of German attach to the cross-linguistic influence (CLI) regarding specific aspects of German language learning in Finland and Germany. Cross-linguistic learning gives learners additional skills to learn and understand structures and words in their mother tongue, a second language or a foreign language. The Finnish students (n=100) participating in our survey spoke Finnish as their mother tongue and studied German as a foreign language. German students spoke German either as their mother tongue (n=40) or as a second language (n=60), but they studied German as a native language. The survey data consisted of students' answers to one identical question that they were asked in the school years 2017-2020: 'How does the knowledge of the languages studied at school (Swedish, English, French, Spanish, Latin – cross-linguistic learning) affect their learning of German?' Our research methods were both quantitative and qualitative. The main results showed that the positive transfer on learning German was based on the perceived (objective) similarity of languages while the negative transfer was based on assumed (subjective) similarities which were in conflict with actual (objective) differences in German language learning processes and experiences of language learning. Skills in other languages contributed to learning German, but they also interacted positively and negatively with each other's learning. Learning to learn was found to be a unifying factor in language learning. Christine Ericsdotter Nordgren & Jorunn Nilsson (Stockholm, Sweden): Meeting each other or Meeting Learning Goals –Student and Teacher Values in an Intercultural Tandem Exchange Journal of Linguistics and Language Teaching 14 (1), 79-105 Abstract: In this paper, the findings from a qualitative analysis of student and teacher interviews following an online Japanese-Swedish tandem exchange in 2020 will be discussed. The main aim was to explore what students and teachers had valued in the exchange and to connect these values to the theoretical principles of reciprocity and autonomy in the tandem learning model (Little & Brammerts 1996). The results show that students valued reciprocal aspects, focusing on personal peer-to-peer experiences and the opportunity for natural language use, while teachers valued linguistic development, and seemed to implicitly assume a high degree of autonomy to be in place from the start, rather than it being developed or expanded underway. The findings are viewed in the light of the students’ rather different cultural-educational frames and add to building a more global perspective on tandem exchange, which has hitherto been dominated by data from European and American contexts (Lewis & O’Dowd 2016). Philip Oghenesuowho Ekiugbo (Aba, Nigeria) & Cecilia Amaoge Eme (Awka, Nigeria): Urhobo-English Loanwords Coda Adaptation: A Constraint-Based Account Journal of Linguistics and Language Teaching 14 (1), 107-120 (PDF) Abstract: This study examines how codas of Urhobo-English loanwords are adapted and shows that the strategies adopted in repairing loanword coda in Urhobo are driven by syllabification constraints and universal conventions. Syllabification conditions in languages that forbid filled coda will require that all the consonant sounds in a phonological word that are to be found in the phonetic string are parsed as onsets. Assuming this is true, it has implications for loanword adaptation. Urhobo exclusively permits the open syllable type. Implicitly, all the coda elements of loanwords are likely to be licensed as onsets, which may result in a possible ‘illicit’ onset cluster given the onset condition requirement of the language. Accordingly, this study examines the attested patterns of adaptation of English coda in Urhobo loanwords and their motivations as well as implications. The discussion is built around the theory of constraints and repair strategies. II. Book Review Bernd Klewitz (Osnabrück, Germany): Inez De Florio: From Assessment to Feedback. Applications in the Second / Foreign Language Classroom. New York et al.: Cambridge University Press, 2023 (X + 267 pages) (ISBN 978-1-109-21893-1) Journal of Linguistics and Language Teaching 14 (1), 123-128

Kimberly White

The goal of Working papers in Educational Linguistics (WPEL) is to present works in progress by students and professors on topics ranging from speech act analysis and classroom discourse to language planning and second language acquisition. Papers offered are generally based on research carried out for courses offered in the language in education division of the graduate school of education. WPEL is intended to be a forum for the exchange of ideas among scholars of linguistics at the University of Pennsylvania and at universities with similar programs in educational and applied linguistics around the world. Articles in this issue include the following: "Teacher and Peer Responses as a Source of Negative Evidence to L2 Learners in Content-Based and Grammar-Based Classroom Activities" (Teresa Pica, Bruce Evans, Victoria Jo, and Gay Washburn); "EFL Teaching and EFL Teachers in the Global Expansion of English" (Oleg Tarnapolsky); "Standards, Exit Exams, and the ...

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Studies in Applied Linguistics and Language Learning brings together new and original studies in the area of critical applied linguistics, language policy and planning, and language learning and teaching. The book, divided into three sections, first offers critical views on various aspects of language in society, ranging from the construction of national identity, language and justice, racial and identity issues in the ELT industry, to language in business discourse. It then reports on language policy in the school curriculum, language learning in tertiary education, and Aboriginal languages policy. In the third section, it addresses issues in language learning and teaching, such as the role of parents in literacy learning, multiple script literacy, and language learning and maintenance strategies.

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Research Questions in Language Education and Applied Linguistics A Reference Guide

An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the researc...

An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL.

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Publication Details

• Mohebbi, Hassan. editor
• Coombe, Christine. editor
• SpringerLink (Online service)
• 1st ed. 2021
• Cham : Springer International Publishing : Imprint: Springer, 2021
• Springer texts in education
• XXVII, 889 p. 3 illus., 2 illus. in color. online resource
• text file PDF
• Introduction -- Part I: Teaching and teaching-related topics -- 1 Attending to Form in the Communicative Classroom; Martin East -- 2 Blended Learning; Lana Hiasat -- 3 Content and Language Integrated Learning (CLIL); Zohreh R. Eslami and Zihan Geng -- 4 Content-Based Language Teaching; Zubeyde Sinem GENC -- 5 Creativity and Language Teaching; Tamas Kiss -- 6 Discourse Analysis; Brian Paltridge -- 7 English Academic Vocabulary Teaching and Learning; Sophia Skoufaki -- 8 English for Academic Purposes; Helen Basturkmen -- 9 English for Specific Purposes; Helen Basturkmen -- 10 English-Medium Instruction; Keith M. Graham and Zohreh R. Eslami -- 11 Focus on Form in Second Language Instruction; Alessandro Benati -- 12 A Genre-Based Approach to Writing Instruction in the Content Areas; Luciana C. de Oliveira & Sharon L. Smith -- 13 Global Englishes and Teaching English as an International Language; Heath Rose and Mona Syrbe -- 14 Identity in language learning and teaching; Bonny Norton -- 15 Inclusive Language Teaching; David Gerlach -- 16 Increasing Reading Fluency; Neil J Anderson -- 17 Instructional Pragmatics; Zohreh R. Eslami and Shaun Weihong Ko -- 18 Interactionist Approach to Corrective Feedback; Rebekha Abbuhl -- 19 Issues in Teaching and Assessing Language as Communication; Barbara Hoekje -- 20 Language Teaching in Difficult Circumstances; Jason Anderson, Amol Padwad and Richard Smith -- 20 Language Teaching in Difficult Circumstances; Jason Anderson, Amol Padwad and Richard Smith -- 21 Materials in the Language Classroom; Kathleen Graves -- 22 Motivation in Practice; Julie Waddington -- 23 Second Language Writing Instruction; Ken Hyland -- 24 Task-based Language Teaching; Rod Ellis -- 25 Teacher & Learner Perspectives on Vocabulary Learning and Teaching (VLT); Jonathan Newton -- 26 Teachers’ Relational Practices and Students’ Motivation; Alastair Henry -- 27 Teaching English as an International Language; Aya Matsuda -- 28 Teaching for Transfer of Second Language Learning; Mark A. James -- 29 Teaching Speakers of Marginalized Varieties: Creoles and Unstandardized Dialects; Jeff Siegel -- 30 Teaching Suprasegmentals in English as a Lingua Franca Contexts; Christine Lewis and David Deterding -- 31 Translanguaging in Teaching/learning Languages; Leslie Barratt -- 32 Translanguaging with SLIFE Students for More Inclusive Teaching; Eileen Ariza -- 33 World Englishes, English as a Lingua Franca and ELT; Paola Vettorel -- Part II: Learners and learning-related topics -- 34 Child Task-based Language Learning in Foreign Language Contexts; María del Pilar García Mayo -- 35 Emergent Bilingualism in Foreign Language Education; Pat Moore and Blake Turnbull -- 36 Extramural English in Language Education; Pia Sundqvist -- 37 Language Learning Strategies; Mirosław Pawlak -- 38 Language Proficiency and Academic Performance; Saleh Al-Busaidi -- 39 Learner Strategies; Li-Shih Huang -- 40 Learning Beyond the Classroom; Hayo Reinders and Phil Benson -- 41 Long-term English Learners; Maneka Deanna Brooks and Peter Smagorinsky -- 42 Materials Development for Language Learning; Brian Tomlinson -- 43 Metacognition in Academic Writing: Learning Dimensions; Raffaella Negretti -- 44 Second-language Strategy Instruction; Luke Plonsky and Ekaterina Sudina -- 45 Second Language Linguistic Competence and Literacy of Adult Migrants with Little or No Home Language Literacy; Martha Young-Scholten -- 46 Task Engagement in Language Learning; Joy Egbert -- 47 Vocabulary Knowledge and Educational Attainment; James Milton -- 48 Vocabulary Learning Strategies; Peter Yongqi Gu -- 49 Working Memory; Zhisheng (Edward) Wen -- Part III: Assessment and assessment-related topics -- 50 Aligning Language Assessments to Standards and Frameworks; Spiros Papageorgiou -- 51 Assessing L2 Signed Language Ability in Deaf Children of Hearing Parents; Wolfgang Mann, Joanna Hoskin and Hilary Dumbrill -- 52 Assessing Second Language Listening; Elvis Wagner -- 53 Assessing Second Language Pronunciation; Johnathan Jones and Talia Isaacs -- 54 (The) Assessment of Target-Language Pragmatics; Andrew D. Cohen -- 55 Classroom Assessment & Assessment as Learning; Jonathan Trace -- 56 English Language Proficiency: What is it? And where do learners fit into it? James Dean Brown -- 57 Integrated Skills Assessment; Lia Plakans -- 58 Language Assessment in EMI; Slobodanka Dimova -- 59 Language Assessment for Professional Purposes; Ute Knoch -- 60 Language Assessment Literacy; Christine Coombe and Peter Davidson -- 61 Language Testing; Glenn Fulcher -- 62 Needs Analysis; Li-Shih Huang -- 62B Oral Corrective Feedback; Shaofeng Li -- 63 Peer Interaction Assessment; Noriko Iwashita -- 64 Portfolio Assessment; Pauline Mak -- 65 (The) Provision of Feedback on EAP Writing; Rachael Ruegg -- 66 (The) Role of the Rater in Writing Assessment; Sara T. Cushing -- 67 Second Language Vocabulary Assessment; John Read -- 68 Self-assessment; Yuko Goto Butler -- 69 Strategic Competence: The Concept and Its Role in Language Assessment; Mehdi Riazi -- 70 Translation Assessment; Renee Jourdenais -- 71 Validation of Assessment Scores and Uses; Mehdi Riazi -- 72 Vocabulary: Its Development over Time and Writing Quality in L2 Contexts; Lee McCallum -- 73 Washback; Rubina Khan -- 74 Written Corrective Feedback; Icy Lee -- 75 Writing Assessment Literacy; Deborah Crusan -- Part IV: Language skills and subskills -- 76 Aural Vocabulary Knowledge; Joshua Matthews -- 77 Collaborative Writing in the Second/Foreign Language (L2) Classroom; Ali Shehadeh -- 78 Developing L2 Listening Fluency; Anna C-S Chang -- 79 Extensive Reading; Willy A Renandya and Yuseva Iswandari -- 80 Foreign Accent Strength in English; Berna Hendriks and Frank van Meurs -- 81 Foreign Language Reading Fluency and Reading Fluency Methodologies; Greta Gorsuch and Etsuo Taguchi -- 82 Learner Corpora for Disciplinary Writing; Lynne Flowerdew -- 83 Lexical Inferencing and Vocabulary Development; Hossein Vafadar and Hassan Mohebbi -- 84 Oral Academic Genres and Features of Student Academic Presentations; Alla Zareva -- 85 Speech Fluency; Xun Yan, Yuyun Lei, and Hyunji (Hayley) Park -- 86 Teaching and Learning Vocabulary; Suhad Sonbul and Anna Siyanova-Chanturia -- Part V: Teachers and teacher education -- 87 Corpora in the Classroom -- Eric Friginal and Justin Taylor; 88 EAP Teacher Education; Mahmood Reza Atai -- 89 Emotionality in TESOL and Teacher Education; Juan de Dios Martínez Agudo -- 90 English Language Teacher Motivation; Krishna K Dixit and Amol Padwad -- 91 Foreign Language Teacher Education; Friederike Klippel -- 92 Identity in SLA and Second Language Teacher Education; Peter De Costa and Curtis Green-Eneix -- 93 Language Teacher Burnout; Akram Nayernia -- 94 Language Teacher Identity; Gary Barkhuizen -- 95 Language Teacher Professional Development; Victoria Tuzlukova -- 96 Language Teacher Professionalism; Britta Viebrock and Carina Kaufmann -- 97 Language Teacher Well-being; Kyle R. Talbot and Sarah Mercer -- 98 Language Teachers’ Self-efficacy Beliefs; Mark Wyatt -- 99 Online Language Teacher Education (OLTE); Mary Ann Christison and Denise E. Murray -- 100 Reflective Practice in Language Education; Thomas S.C. Farrell -- 101 Second Language Teacher Education Curricula; Nikki Ashcraft -- 102 Teacher Knowledge Development; Phil Quirke -- 103 Teacher Research; Anne Burns -- 104 The Native/nonnative Conundrum; Péter Medgyes -- Part VI: Technology and technology-enhanced instruction -- 105 Computer-based Second Language Listening; Mónica S. Cárdenas-Claros -- 106 Digital Game-Based Learning; Zohreh R. Eslami and Mahjabin Chowdhury -- 107 Digital Genres and Teaching English for Academic Purposes; María José Luzón -- 108 Digital Literacies; Nicky Hockly -- 109 Exploring the Potential of Social Media in SLA: Issues, Affordances and Incentives; Liam Murray and Marta Giralt -- 110 Genre-based Automated Writing Evaluation; Elena Cotos -- 111 Impact of Perception on Readiness for Online Teaching; Jacqueline S. Stephen -- 112 Intelligent Computer Assisted Language Learning; Trude Heift -- 113 Online Continuing Professional Development; Flora Debora Floris -- 114 Online Informal Language Learning; Ruth Trinder -- 115 Social Networking for Language Teaching and Learning; Phuong Tran -- Part VII: Politics, policies and practices in language education -- 116 Bilingualism; Gillian Wigglesworth and Carmel O’Shannessy -- 117 ELT and International Development; C. J. Denman -- 118 ELT Textbook Ideology; Esmat Babaii -- 119 Embedding Academic Literacy in Degree Curricula; Neil Murray -- 120 English Language Education Policy; Robert Kirkpatrick and M. Obaidul Hamid -- 121 Englishization of Higher Education; Nicola Galloway and Jim McKinley -- 122 Linguistic Barriers in Foreign Language Education; Heiko Motschenbacher -- 123 Policy Enactment for Effective Leadership in English Language Program Management; Kashif Raza -- 124 Unequal Englishes; Ruanni Tupas -- 125 Values in the Language Classroom; Graham Hall -- Part VIII: Research and research-related topics -- 126 Eye-tracking as a Research Method in Language Testing; Tineke Brunfaut -- 127 History of Language Teaching & Applied Linguistics; Richard Smith -- 128 Quantitative Research Methods and the Reform Movement in Applied Linguistics; Luke Plonsky -- 129 Research Methods in Unconscious Motivation; Ali H. Al-Hoorie -- 130 Research Paradigms in TESOL and Language Education; Salah Troudi -- 131 Teacher Research; Daniel Xerri -- Part IX: Applied linguistics and second language acquisition -- 132 Bilingual Code-mixing and Code-switching; Tej K. Bhatia -- 133 Cognitive Task Complexity and Second Language Writing; Mark D. Johnson -- 134 Complexity, Accuracy and Fluency (CAF); Alex Housen -- 135 (A) Complex Dynamic Systems Perspective to Researching Language Classroom Dynamics; Diane Larsen-Freeman -- 136 Complex Dynamic Systems Theory and Second Language Development; Marjolijn Ve
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Research Questions in Language Education and Applied Linguistics: A Reference Guide (Springer Texts in Education) Kindle Edition

This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions.  

Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods,  classroom research, form-focused instruction, age effects, literacy, proficiency, and teacher education and teacher development.

 An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question ( Is it clear and focused? Measurable? ), b) the subjects examined, the methods deployed, and the measures chosen ( Do they fit the study’s goal and have the potential to yield useful results? ), and c) the analysis of the data ( Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion? ). Mohebbi and Coombe’s book,  Research Questions in Language Education and Applied Linguistics: A Reference Guide,  helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base.  Deborah J. Short, Ph.D.,  Director, Academic Language Research & Training,  Past President, TESOL International Association (2021-22)

As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real  tour de force  that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored.  Dr. Gabriel Díaz Maggioli,  Academic Advisor, Institute of Education, Universidad ORT del Uruguay,  President, IATEFL     

• Print length 1413 pages
• Language English
• Sticky notes On Kindle Scribe
• Publisher Springer
• Publication date Jan. 13 2022
• File size 2006 KB
• Page Flip Enabled
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From the back cover, about the author, product details.

• ASIN ‏ : ‎ B09QFWTBG8
• Publisher ‏ : ‎ Springer (Jan. 13 2022)
• Language ‏ : ‎ English
• File size ‏ : ‎ 2006 KB
• Text-to-Speech ‏ : ‎ Enabled
• Screen Reader ‏ : ‎ Supported
• Enhanced typesetting ‏ : ‎ Enabled
• X-Ray ‏ : ‎ Not Enabled
• Word Wise ‏ : ‎ Enabled
• Sticky notes ‏ : ‎ On Kindle Scribe
• Print length ‏ : ‎ 1413 pages

About the author

Mohebbi hassan.

Hassan Mohebbi: His main research interests are writing, written corrective feedback, assessment literacy, individual differences, and teacher’s pedagogical knowledge. He has published extensively in refereed journals of the field.

https://scholar.google.com/citations?user=PlJIZoQAAAAJ&hl=en&authuser=7

https://orcid.org/0000-0003-3661-1690

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Article Contents

Introduction.

• The Routledge Handbook of Research Methods in Applied Linguistics
• Data Collection Research Methods in Applied Linguistics
• Doing Replication Research in Applied Linguistics
• Duoethnography in English Language Teaching: Research, Reflection and Classroom Application
• Qualitative Research Topics in Language Teacher Education
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Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions

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Farahnaz Faez, Juliane Martini, Niousha Pavia, Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions, ELT Journal , Volume 76, Issue 2, April 2022, Pages 276–296, https://doi.org/10.1093/elt/ccab091

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The field of applied linguistics, which frequently overlaps with and borrows from the fields of education, psychology, psycholinguistics, linguistics, and language teacher education, is an example of increasing interdisciplinarity and diversity in research. As the field advances, significant growth in the quality, quantity, and diversity in research perspectives is attested by the increasing number of publications in research methods in applied linguistics (e.g. Paltridge and Phakiti 2015; Riazi 2016) and second language studies (e.g. Mackey and Gass 2015). As suggested by McKinley and Rose in the first book in this review, we now face new problems and linguistic needs that are not solvable by a single disciplinary or epistemological approach. These new demands in research come as a result of continuous globalization, increasing migration, and evolving technology worldwide which are reflected in politics, society, and education. Even though the field involves broad and complex issues, there is a collective effort to identify a systematic approach to research methods. Independently of the focus of each of the publications in this review, they all attempt to help us design solid research by following methodological rigour and quality.

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Corpus-based Genre Analysis

• First Online: 13 January 2022

Cite this chapter

• Xiaofei Lu 3 ,
• J. Elliott Casal 3 , 4 &
• Yingying Liu 3  

Part of the book series: Springer Texts in Education ((SPTE))

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Corpus-based genre analysis is an emerging approach to the analysis of academic writing practices that considers the recurring linguistic patterns of academic genres in terms of the rhetorical goals that writers employ them to realize. Ideally, it entails manual rhetorical move-step annotation of each text in a corpus and identification of recurring linguistic features (e.g., lexical, phraseological, syntactic), which are then mapped to each other.

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Charles, M. (2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6 , 289–302.

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Lu, X., Casal, J. E., & Liu, Y. (2020). The rhetorical functions of syntactically complex sentences in social science research article introductions. Journal of English for Academic Purposes , 44 , 1–16 .

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Department of Applied Linguistics, The Pennsylvania State University, University Park, PA, USA

Xiaofei Lu, J. Elliott Casal & Yingying Liu

Department of Cognitive Science, Case Western Reserve University, Cleveland, OH, USA

J. Elliott Casal

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Correspondence to Xiaofei Lu .

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European Knowledge Development Institute, Ankara, Türkiye

Hassan Mohebbi

Higher Colleges of Technology (HCT), Dubai Men’s College, Dubai, United Arab Emirates

Christine Coombe

The Research Questions

What level of intercoder reliability can be achieved in rhetorical move-step annotation of a corpus of academic writing and what methodological practices can help maximize such intercoder reliability?

What language features distinguish or correlate strongly with different rhetorical moves and steps?

How do expert writers vary their use of items and structures at different linguistic levels (e.g., lexical, phraseological, and syntactic) to achieve their rhetorical goals?

Are academic writing learners adequately aware of the importance of the mappings between rhetorical functions and language forms?

Do academic writing teachers pay adequate attention to the mappings between rhetorical functions and language forms in pedagogy?

How might corpora of academic writing annotated for rhetorical moves and steps and their associated language features be used in genre-based writing pedagogy to improve L2 learners’ genre competence?

How will learning outcomes be affected by presenting rhetorical and linguistic structures in isolation or in tandem in academic writing pedagogy?

Do raters pay adequate attention to the mappings between rhetorical functions and language forms?

How can we reliably assess the appropriateness and effectiveness of the mappings between rhetorical functions and language forms in learner writing?

What is the quantitative relationship of form-function mappings to human ratings of writing quality?

Suggested Resources

Biber, D., Connor, U., & Upton, T. A. (2007). Discourse on the move: Using corpus analysis to describe discourse structure . Amsterdam/Philadelphia: John Benjamins .

Based on the introductory chapter, the term “discourse analysis” in this book is used in the broad sense of analyzing discourse, as the authors divide “discourse analysis” into three branches: study of structural organization of texts, study of language use, and study of social practices and ideological assumptions. This work focuses on the first two major lines of research with the aim of merging the top-down perspective adopted in the study of structural organization (e.g., genre analysis) and the bottom-up perspective in the study of language use (e.g., corpus analysis). After the introductory chapter, the main body of this book is divided into two main parts. The first part is dedicated to the top-down approach (Chaps. 2–5) and centers on Swalesian move analysis, while the second part is dedicated to the bottom-up approach (Chaps. 6–8) and emphasizes Multi-Dimensional Analysis of lexico-grammatical features, which is based on the TextTiling procedure. Chapter 9 illustrates the differences between the two approaches by comparing their respective descriptions of biology research articles.

Tardy, C. M. (2009) . Building genre knowledge . West Lafayette, IN: Parlor Press .

This work traces the development of genre knowledge of four multilingual graduate students through their learning and practices in an ESL writing class, disciplinary subject courses and disciplinary research. The author presents a four-dimensional model of genre knowledge (formal, rhetorical, process, and subject-matter), which develops toward the integration of initially isolated components. The first chapter lays the groundwork by discussing foundational concepts used in the follow-up analysis. Chapter 2 introduces the research context and participants. Chapters 3 and 4 examine the students’ genre knowledge development through their engagement in an ESL writing class, focusing on the class assignments of writing job application cover letters and conducting genre analysis. Chapter 5 analyzes the four participants’ exposure, production and development of their knowledge of the multimodal presentation slides genre across different learning contexts. Chapter 6 shifts to disciplinary content courses with a focus on the genres of lab reports and reviews. Chapter 7 traces one participant’s master’s thesis writing process during which his advisor’s feedback on the drafts plays a central role in the development of his knowledge of the master’s thesis genre. Chapter 8 analyzes the sole doctoral student among the four focal participants and considers his learning process in writing conference-related research papers. Chapter 9 examines the development of genre knowledge building and offers pedagogical suggestions. By reading this book, academic writing instructors and researchers can gain insights into how individual students in different disciplines and in various learning contexts develop academic literacy and genre knowledge through engaging in general English language classes, disciplinary content courses, as well as other tasks and interactions.

Charles, M., Pecorari, D., & Hunston, S. (Eds.) (2010). Academic writing: At the interface of corpus and discourse . London: Continuum .

This edited collection represents an effort to explore the interface between corpus linguistics and discourse analysis. The two approaches are not regarded as opposing, as some scholars have argued, but rather serve as two ends of a continuum. This idea is outlined in the editors’ preface. The main body of this book includes 14 studies of academic writing organized in three foci: genre and disciplinary discourse, interpersonal discourse, and learner discourse. Each study represents an author’s perspective of academic writing research, situated on either end of the corpus-discourse analysis continuum. Collectively, these studies cover a wide diversity of genres, disciplines, methods and linguistic features. In addition to the preface and main chapters, the afterword written by John Swales is also worth reading. He begins with a brief discussion of the preface and afterword genres themselves, and then presents his own reflections on some of the studies included in this volume. Swales concludes with a noteworthy reflection on the extent to which researchers can incorporate aspects of the other side of the continuum, stating that “we will often see that it is typically somewhat easier for discourse analysts to incorporate corpus linguistics than for corpus linguists to expand their textual horizons to encompass the discoursal plane”.

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students (3rd ed.). Ann Arbor, MI: University of Michigan Press .

Now in its third edition, this popular EAP textbook targets both first and second language English graduate student writers. Considering the diversity of academic genres that target readers face in academia, the authors construct their course book with the aim of raising genre awareness of graduate student writers by guiding them through a series of analytical and writing tasks. The tasks draw on corpus and genre-based approaches to writing analysis, integrating them for pedagogical purposes. The first of the book’s eight chapters presents basic concepts of genre theory that are essential for the following material and for considering writing as a series of choices in relation to community expectations. The second and third chapters outline two broad structural patterns of academic writing: the general-to-specific pattern and the problem–solution pattern. Chapters 4–6 deal with three largely pedagogical genre families, including data interpretation and discussion, summaries, and critiques. The last two chapters tie these skills and writing purposes together in an overview of research article writing for publication. The design and arrangement of the tasks in each chapter align well with the authors’ strong belief in the “rhetorical consciousness raising” cycle (i.e., analysis - awareness - acquisition - achievement ), with each chapter entailing comprehension and production tasks, conceptual genre discussion as well as language preparation for particular genres. This book can be used as a textbook in a general EAP program or as a reference book for apprentice academic writers in any discipline.

Whitt, R. J. (Ed.) (2018). Diachronic corpora, genre, and language change . Amsterdam/Philadelphia : John Benjamins .

With the collective position that genre both affects language change and constitutes a locus of language change, the studies in this volume examine the interplay between language change and genre using diachronic corpora, showcasing the effectiveness of corpus-based methodologies as well as highlighting the issues and challenges in this line of research. The volume consists of three parts. Part I includes three chapters that focus on methods, resources and tools in diachronic corpus linguistics. Niehaus and Elspass describe the composition of the Nineteenth-Century German Corpus and illustrate the benefits of integrating texts of diverse registers and genres for studying language variation and change. Jurish discusses how the open-source program DiaCollo can be used for diachronic, genre-sensitive collocation profiling. Atwell introduces a range of classical and modern Arabic corpus resources developed by researchers at the University of Leeds. Part II include two chapters that examine language change in specific language usage domains. Taavitsainen traces changes in generic features of English medical writing from 1375 to 1800 using diachronic medical corpora, while Gray and Biber document the patterns of linguistic change in academic writing and discuss the quantitative and functional nature of such changes. The eight chapters in Part III employ multi-genre diachronic corpora to explore how genre affects the analyses and findings of language change and variation at varied linguistic levels and in diverse languages. Overall, this volume provides an excellent state-of-the-art overview of corpus and genre-based studies of language variation and change.

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Lu, X., Casal, J.E., Liu, Y. (2021). Corpus-based Genre Analysis. In: Mohebbi, H., Coombe, C. (eds) Research Questions in Language Education and Applied Linguistics. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-79143-8_140

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