207027682 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 6 Eb 15 9789027249210 06 10.1075/rmal.6 13 2023041693 DG 002 02 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 6 01 rmal.6 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.6 1 B01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi Hamad Bin Khalifa University 01 eng 280 vi 274 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researchers, there are some methodologies that are used less frequently. The aim of this volume is to introduce and discuss these less frequently used methodologies. Each methodology is discussed in two chapters, a theoretical and a practical chapter. In the theoretical chapters, the theoretical foundations, methodological orientation, ethical issues, and critiques and responses are discussed. In the practical chapters, a showcase study is presented and discussed, including why the methodology was used, how it was implemented, the challenges the researchers faced, and the insights they gained. The volume contributes to the current methodological discussion in AL and provides early-career and seasoned researchers with the necessary discussion about these methodological orientations. Future AL researchers may use these methodologies to investigate research questions in their areas of interest. In addition, the volume can complement current methodological resources in postgraduate research methodology courses. 04 09 01 https://benjamins.com/covers/475/rmal.6.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214423.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214423.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.6.hb.png 07 09 01 https://benjamins.com/covers/125/rmal.6.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.6.hb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.6.hb.png 10 01 JB code rmal.6.toc v vi 2 Table of contents 1 10 01 JB code rmal.6.01ria 1 8 8 Chapter 2 1 A01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi Hamad Bin Khalifa University 01 This introductory chapter is organized into two sections. The first section, the introduction, discusses research methodology in Applied Linguistics (AL), considering recent methodological debates. Each of the methodologies included in this volume is presented in two chapters, a theoretical and a showcase practical chapter. The second section, therefore, provides a synopsis of each of the chapters. The two sections of the introductory chapter provide a context for the readers so that they develop a general idea of what will follow in the body of the book. 10 01 JB code rmal.6.02cri 9 29 21 Chapter 3 1 A01 Jonathan Crichton Crichton, Jonathan Jonathan Crichton University of South Australia 2 A01 Darryl Hocking Hocking, Darryl Darryl Hocking Auckland University of Technology 01 This chapter explores the distinctive features of the Multiperspectival Approach (MPA) to research: its theoretical and philosophical background, the questions it addresses, and the research orientations it enables. The chapter explains how MPA offers researchers a heuristic that addresses ontological and epistemological challenges to research that are central to the language-context relationship and consequential for any researcher who seeks to make claims about the meaning of language in the lives of others at particular sites. The chapter provides detailed background and guidance on what MPA involves and its value as a practical ontology that enables researchers to discover – rather than to search – the worlds of their participants, iteratively to learn through this process of discovery, developing warrants and finding themes to bridge these worlds through multiple, mutually-corroborating perspectives. 10 01 JB code rmal.6.03hoc 30 48 19 Chapter 4 1 A01 Darryl Hocking Hocking, Darryl Darryl Hocking Auckland University of Technology 2 A01 Jonathan Crichton Crichton, Jonathan Jonathan Crichton University of Southern Australia 01 This chapter provides a detailed account of the researcher’s journey as they employ the Multiperspectival Approach (MPA) to investigate the interplay between communicative and creative practices within a university art and design studio. The chapter identifies the key reasons that attracted the researcher to MPA, the advantages it offered, its impact on their project, its design and findings, and how MPA was implemented. It concludes by considering the issues and challenges that arose in the researcher’s use of MPA and how these were addressed. Ultimately, the chapter serves to illustrate the implementation of MPA as a practical ontology and research heuristic for both traditional Applied Linguistic studies and those that go beyond the focus on language education and acquisition. 10 01 JB code rmal.6.04che 49 67 19 Chapter 5 1 A01 Yixiong Chen Chen, Yixiong Yixiong Chen National Institute of Education 2 A01 Csilla Weninger Weninger, Csilla Csilla Weninger National Institute of Education 3 A01 Fei Victor Lim Lim, Fei Victor Fei Victor Lim National Institute of Education 01 Multimodality examines how language and other resources (e.g., images and gestures) are integrated to make meaning for communication. This chapter aims to introduce two approaches to multimodality from a systemic-functional semiotic perspective, namely social semiotics and systemic functional multimodal discourse analysis (SF-MDA), and discuss their applications in applied linguistics. Specifically, this chapter begins with an overview of the theoretical underpinnings of the two approaches, focusing on their shared functionalist origins and the origin’s theoretical and methodological implications. Next, the chapter discusses the affordance of social semiotics and SF-MDA and highlights data collection procedures and analytical processes in applied linguistic studies informed by the two approaches. Finally, critiques of the two approaches are addressed with multimodal research facilitated by eye-tracking technology. 10 01 JB code rmal.6.05wen 68 82 15 Chapter 6 1 A01 Csilla Weninger Weninger, Csilla Csilla Weninger National Institute of Education 2 A01 Fei Victor Lim Lim, Fei Victor Fei Victor Lim National Institute of Education 3 A01 Yixiong Chen Chen, Yixiong Yixiong Chen National Institute of Education 01 This chapter builds on Chapter 4 and introduces two main applications within applied linguistics stemming from a systemic-functional semiotic theory of multimodality: embodied teaching and language textbook analysis. The chapter first gives a brief overview of the broader field of research that each of these applications is located in. Then each focal area is elaborated and illustrated via a case study conducted by the authors. Each case study provides a rationale for why multimodal analysis is appropriate given the research focus and questions, demonstrates how multimodal analysis was implemented and conducted, and reflects on the challenges of its implementation in applied linguistic research contexts. 10 01 JB code rmal.6.06mar 83 110 28 Chapter 7 1 A01 Numa Markee Markee, Numa Numa Markee University of Illinois at Urbana-Champaign 01 This chapter introduces conversation analysis to researchers who are not familiar with this methodology for analyzing naturalistic language use and how it has been applied to develop behavioral alternatives to cognitive approaches to second language acquisition. Specifically, I: (1) review what CA is; (2) discuss typical research questions in CA and how these questions are generated; (3) outline how CA data are gathered, transcribed and analyzed; (4) review turn-taking, repair, sequence, and preference organization; (5) discuss ethical issues in CA; (6) outline important critiques of CA and how CA researchers have rebutted these criticisms; and (7) summarize the arguments presented in this chapter with a view to promoting a constructive, critical dialog between cognitive and socially-oriented SLA researchers. 10 01 JB code rmal.6.07mar 111 126 16 Chapter 8 1 A01 Numa Markee Markee, Numa Numa Markee University of Illinois at Urbana-Champaign 01 Avoidance is one of the oldest strategies identified in cognitive second language acquisition. Since participants are hiding that they are avoiding using a particular item of language, behavioral methodologies that normally do not use introspection might seem ill-equipped to identify dissimulation. However (based on Markee, 2011), I show here how avoidance can be respecified and productively re-analyzed by using a longitudinal CA methodology (see Markee, 2008) to trace how: (1) ethnographic data that are “talked into relevance” by participants can be used to demonstrate how avoidance is verbally achieved in real time over time; and (2) based on feedback from an anonymous reviewer, how CA methods can also identify how different participants can simultaneously pursue conflicting agendas. 10 01 JB code rmal.6.08had 127 148 22 Chapter 9 1 A01 Gregory Hadley Hadley, Gregory Gregory Hadley Niigata University 2 A01 Hiromi Hadley Hadley, Hiromi Hiromi Hadley Niigata University 01 This chapter explores the underutilized Grounded Theory Methodology (GTM) in applied linguistics, detailing its procedures, objectives, benefits, and limitations from a post-positivist perspective. It suggests ways for educators and scholars to apply GTM to generate insightful social interaction theories within classrooms and discusses the role of technology in data collection. The text addresses critiques and ethical questions associated with GTM. When implemented rigorously, GTM can enhance not only teaching practices within applied linguistics but also offer fresh insights to scholarly communities beyond this field. 10 01 JB code rmal.6.09had 149 161 13 Chapter 10 1 A01 Gregory Hadley Hadley, Gregory Gregory Hadley 2 A01 Hiromi Hadley Hadley, Hiromi Hiromi Hadley 01 This chapter discusses the application of Extensive Reading (ER), an English language teaching method encouraging learners to consume large amounts of proficiency-level content, and its spread to second language classrooms globally since the 1990s. Studies show that ER significantly enhances learners’ vocabulary, reading speeds, and language comprehension. Despite challenges of passive resistance and apathy from learners, teachers from Japan, Italy, and Southeast Asia are seeking ways to integrate ER into their Academic English curricula. The chapter introduces a grounded theory about learners’ social processes in the ER classroom, explaining why the Grounded Theory Methodology (GTM) was selected for this study, its implementation, the faced challenges, addressed solutions, and unique insights gleaned through GTM. 10 01 JB code rmal.6.10ost 162 179 18 Chapter 11 1 A01 Seyyed Ali Ostovar-Namaghi Ostovar-Namaghi, Seyyed Ali Seyyed Ali Ostovar-Namaghi 01 This chapter aims to explore Phenomenology as a research methodology. To this end, it will first present its epistemological, ontological, and axiological underpinnings. It will then briefly explain its theoretical foundations by explaining the similarities and differences between transcendental and interpretative Phenomenology. This is followed by the principles and properties that differentiate Phenomenology from other modes of qualitative research. Subsequently, the purpose of this mode of research is clarified by explaining and exemplifying the types of research questions it tackles. More practical aspects of this methodology will then be explored by illustrating how the data are collected and analysed and how ethical issues are addressed in the research process and product. Finally, it will present responses to the critiques levelled against this research methodology before concluding the chapter. 10 01 JB code rmal.6.11ost 180 190 11 Chapter 12 1 A01 Seyyed Ali Ostovar-Namaghi Ostovar-Namaghi, Seyyed Ali Seyyed Ali Ostovar-Namaghi Shahrood University of Technology 01 This chapter aims to showcase Phenomenology as a research methodology by presenting EFL learners’ experience of proficiency maintenance in a context where English has no social function. The study started with a participant who was able to maintain her proficiency and then sampled other participants who shared the same experience through snowball sampling. Transcendental phenomenology was chosen to explore the participants’ subjective experience of the phenomenon under study in an objective manner. To achieve this objective, a reflexive account of the researcher’s preconceptions of proficiency maintenance was written and bracketed as irrelevant to the participants’ account of their experience. To present a clear synopsis of the study, the chapter will explain why the mode of inquiry was chosen, how it was implemented, and how the challenges were addressed. 10 01 JB code rmal.6.12per 191 205 15 Chapter 13 1 A01 Sabina M. Perrino Perrino, Sabina M. Sabina M. Perrino Binghamton University 01 This chapter examines the key role that narratives have in human communication and engagement across cultures and as fertile analytical and methodological tools. Storytelling practices allow researchers to study speech participants’ visible and veiled interactional dynamics. Besides analyzing narratives for their content (“denotational text”), scholars have studied narratives also for their pragmatic effects in the here-and-now of speech participants’ interactions, or their “interactional text,” and across various spatiotemporal configurations. During their tellings, narrators can assume and reverse roles, for example. Moreover, narratives simultaneously shape and are shaped by their surrounding context. In this light, storytelling practices are actual speech events that are (co)created, and developed, and thus need to be studied as such because of their interactional nature. 10 01 JB code rmal.6.13per 206 223 18 Chapter 14 1 A01 Sabina M. Perrino Perrino, Sabina M. Sabina M. Perrino Binghampton University 01 This chapter describes how narratives can be useful analytical and methodological tools through a close analysis of two narrative excerpts that I collected in Senegal and Northern Italy. Both examples examine how certain interactional patterns, such as participant transposition and the co-construction of individuals’ identities and stances, are enacted and sustained in storytelling practices. These patterns would not emerge if narratives were not considered as situated speech events in which speech participants’ interactional moves (“interactional text”) are as important as the narrative content (“denotational text”). It is thanks to this narratives-as-practices approach, versus the more traditional narratives-as-texts approach, that scholars are able to unveil participants’ interactional dynamics. The two case studies, moreover, are fully contextualized and situated. 10 01 JB code rmal.6.14gro 224 245 22 Chapter 15 1 A01 Myles Grogan Grogan, Myles Myles Grogan Ohtani High School 01 Repertory Grid Technique (RGT) derives from Personal Construct Psychology. The technique aims to understand how participants view objects, events, or people chosen as a kind of thematic sample by comparing them against each other, revealing the participant’s constructs. After introducing the “fundamental postulate” and corollaries developed by its founder, George Kelly, the chapter explores how this technique may be applied in the field of SLA or language education. After discussing how this highly adaptable technique has been used, the chapter shows how researchers can gain qualitative and quantitative data on research questions relating to change over time or how different members of a group perceive a phenomenon. Although this technique presents some challenges for generalization, the chapter concludes by showing how data may be analyzed and used productively. 10 01 JB code rmal.6.15gro 246 263 18 Chapter 16 1 A01 Myles Grogan Grogan, Myles Myles Grogan Ohtani High School, Osaka 01 Recent literature suggests that classroom-based assessment should perhaps work from a different set of assumptions than large-scale testing. This idea is explored through RGT by asking how seven teachers, each with a unique approach to teaching and assessment, create their grades in a multi-faculty undergraduate EFL course in Japan. In an interview, the researcher asked each teacher to compare a sample of their own students achieving different grades, demonstrating the teachers’ constructs for teaching and assessment. These were then analyzed, and subject to a form of content analysis used in RGT. The process revealed that, although the assessment approach used by each teacher differed, the grade reflected similar underlying teaching values that seemed to be legitimate expressions of the framework provided by the institution. 10 01 JB code rmal.6.16ria 264 272 9 Chapter 17 1 A01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi 01 This concluding chapter is organized into four sections. The first section, the introduction, discusses the purpose of compiling the volume. In the second section, I highlight some of the challenges faced by the researchers when they used each methodology and the insights they gained. Thirdly, I will provide a synthesis of the main ethical issues discussed in the chapters and will attempt to relate them to the current discussions of ethics in AL research. Finally, I will elaborate on how these methodologies can inform research on current and new language-related problems in the world we live in. I hope these discussions will be the readers’ take-home message if they consider employing these methodological orientations in the future. 10 01 JB code rmal.6.index 273 274 2 Index 18 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20240105 2024 John Benjamins B.V. 02 WORLD 13 15 9789027214423 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 115.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 97.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 149.00 USD S 01 05 Consumer price cons 00 47.00 USD S 15027680 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 6 Hb 15 9789027214423 13 2023041692 BB 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 6 01 rmal.6 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.6 1 B01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi Hamad Bin Khalifa University 01 eng 280 vi 274 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researchers, there are some methodologies that are used less frequently. The aim of this volume is to introduce and discuss these less frequently used methodologies. Each methodology is discussed in two chapters, a theoretical and a practical chapter. In the theoretical chapters, the theoretical foundations, methodological orientation, ethical issues, and critiques and responses are discussed. In the practical chapters, a showcase study is presented and discussed, including why the methodology was used, how it was implemented, the challenges the researchers faced, and the insights they gained. The volume contributes to the current methodological discussion in AL and provides early-career and seasoned researchers with the necessary discussion about these methodological orientations. Future AL researchers may use these methodologies to investigate research questions in their areas of interest. In addition, the volume can complement current methodological resources in postgraduate research methodology courses. 04 09 01 https://benjamins.com/covers/475/rmal.6.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214423.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214423.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.6.hb.png 07 09 01 https://benjamins.com/covers/125/rmal.6.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.6.hb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.6.hb.png 10 01 JB code rmal.6.toc v vi 2 Table of contents 1 10 01 JB code rmal.6.01ria 1 8 8 Chapter 2 1 A01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi Hamad Bin Khalifa University 01 This introductory chapter is organized into two sections. The first section, the introduction, discusses research methodology in Applied Linguistics (AL), considering recent methodological debates. Each of the methodologies included in this volume is presented in two chapters, a theoretical and a showcase practical chapter. The second section, therefore, provides a synopsis of each of the chapters. The two sections of the introductory chapter provide a context for the readers so that they develop a general idea of what will follow in the body of the book. 10 01 JB code rmal.6.02cri 9 29 21 Chapter 3 1 A01 Jonathan Crichton Crichton, Jonathan Jonathan Crichton University of South Australia 2 A01 Darryl Hocking Hocking, Darryl Darryl Hocking Auckland University of Technology 01 This chapter explores the distinctive features of the Multiperspectival Approach (MPA) to research: its theoretical and philosophical background, the questions it addresses, and the research orientations it enables. The chapter explains how MPA offers researchers a heuristic that addresses ontological and epistemological challenges to research that are central to the language-context relationship and consequential for any researcher who seeks to make claims about the meaning of language in the lives of others at particular sites. The chapter provides detailed background and guidance on what MPA involves and its value as a practical ontology that enables researchers to discover – rather than to search – the worlds of their participants, iteratively to learn through this process of discovery, developing warrants and finding themes to bridge these worlds through multiple, mutually-corroborating perspectives. 10 01 JB code rmal.6.03hoc 30 48 19 Chapter 4 1 A01 Darryl Hocking Hocking, Darryl Darryl Hocking Auckland University of Technology 2 A01 Jonathan Crichton Crichton, Jonathan Jonathan Crichton University of Southern Australia 01 This chapter provides a detailed account of the researcher’s journey as they employ the Multiperspectival Approach (MPA) to investigate the interplay between communicative and creative practices within a university art and design studio. The chapter identifies the key reasons that attracted the researcher to MPA, the advantages it offered, its impact on their project, its design and findings, and how MPA was implemented. It concludes by considering the issues and challenges that arose in the researcher’s use of MPA and how these were addressed. Ultimately, the chapter serves to illustrate the implementation of MPA as a practical ontology and research heuristic for both traditional Applied Linguistic studies and those that go beyond the focus on language education and acquisition. 10 01 JB code rmal.6.04che 49 67 19 Chapter 5 1 A01 Yixiong Chen Chen, Yixiong Yixiong Chen National Institute of Education 2 A01 Csilla Weninger Weninger, Csilla Csilla Weninger National Institute of Education 3 A01 Fei Victor Lim Lim, Fei Victor Fei Victor Lim National Institute of Education 01 Multimodality examines how language and other resources (e.g., images and gestures) are integrated to make meaning for communication. This chapter aims to introduce two approaches to multimodality from a systemic-functional semiotic perspective, namely social semiotics and systemic functional multimodal discourse analysis (SF-MDA), and discuss their applications in applied linguistics. Specifically, this chapter begins with an overview of the theoretical underpinnings of the two approaches, focusing on their shared functionalist origins and the origin’s theoretical and methodological implications. Next, the chapter discusses the affordance of social semiotics and SF-MDA and highlights data collection procedures and analytical processes in applied linguistic studies informed by the two approaches. Finally, critiques of the two approaches are addressed with multimodal research facilitated by eye-tracking technology. 10 01 JB code rmal.6.05wen 68 82 15 Chapter 6 1 A01 Csilla Weninger Weninger, Csilla Csilla Weninger National Institute of Education 2 A01 Fei Victor Lim Lim, Fei Victor Fei Victor Lim National Institute of Education 3 A01 Yixiong Chen Chen, Yixiong Yixiong Chen National Institute of Education 01 This chapter builds on Chapter 4 and introduces two main applications within applied linguistics stemming from a systemic-functional semiotic theory of multimodality: embodied teaching and language textbook analysis. The chapter first gives a brief overview of the broader field of research that each of these applications is located in. Then each focal area is elaborated and illustrated via a case study conducted by the authors. Each case study provides a rationale for why multimodal analysis is appropriate given the research focus and questions, demonstrates how multimodal analysis was implemented and conducted, and reflects on the challenges of its implementation in applied linguistic research contexts. 10 01 JB code rmal.6.06mar 83 110 28 Chapter 7 1 A01 Numa Markee Markee, Numa Numa Markee University of Illinois at Urbana-Champaign 01 This chapter introduces conversation analysis to researchers who are not familiar with this methodology for analyzing naturalistic language use and how it has been applied to develop behavioral alternatives to cognitive approaches to second language acquisition. Specifically, I: (1) review what CA is; (2) discuss typical research questions in CA and how these questions are generated; (3) outline how CA data are gathered, transcribed and analyzed; (4) review turn-taking, repair, sequence, and preference organization; (5) discuss ethical issues in CA; (6) outline important critiques of CA and how CA researchers have rebutted these criticisms; and (7) summarize the arguments presented in this chapter with a view to promoting a constructive, critical dialog between cognitive and socially-oriented SLA researchers. 10 01 JB code rmal.6.07mar 111 126 16 Chapter 8 1 A01 Numa Markee Markee, Numa Numa Markee University of Illinois at Urbana-Champaign 01 Avoidance is one of the oldest strategies identified in cognitive second language acquisition. Since participants are hiding that they are avoiding using a particular item of language, behavioral methodologies that normally do not use introspection might seem ill-equipped to identify dissimulation. However (based on Markee, 2011), I show here how avoidance can be respecified and productively re-analyzed by using a longitudinal CA methodology (see Markee, 2008) to trace how: (1) ethnographic data that are “talked into relevance” by participants can be used to demonstrate how avoidance is verbally achieved in real time over time; and (2) based on feedback from an anonymous reviewer, how CA methods can also identify how different participants can simultaneously pursue conflicting agendas. 10 01 JB code rmal.6.08had 127 148 22 Chapter 9 1 A01 Gregory Hadley Hadley, Gregory Gregory Hadley Niigata University 2 A01 Hiromi Hadley Hadley, Hiromi Hiromi Hadley Niigata University 01 This chapter explores the underutilized Grounded Theory Methodology (GTM) in applied linguistics, detailing its procedures, objectives, benefits, and limitations from a post-positivist perspective. It suggests ways for educators and scholars to apply GTM to generate insightful social interaction theories within classrooms and discusses the role of technology in data collection. The text addresses critiques and ethical questions associated with GTM. When implemented rigorously, GTM can enhance not only teaching practices within applied linguistics but also offer fresh insights to scholarly communities beyond this field. 10 01 JB code rmal.6.09had 149 161 13 Chapter 10 1 A01 Gregory Hadley Hadley, Gregory Gregory Hadley 2 A01 Hiromi Hadley Hadley, Hiromi Hiromi Hadley 01 This chapter discusses the application of Extensive Reading (ER), an English language teaching method encouraging learners to consume large amounts of proficiency-level content, and its spread to second language classrooms globally since the 1990s. Studies show that ER significantly enhances learners’ vocabulary, reading speeds, and language comprehension. Despite challenges of passive resistance and apathy from learners, teachers from Japan, Italy, and Southeast Asia are seeking ways to integrate ER into their Academic English curricula. The chapter introduces a grounded theory about learners’ social processes in the ER classroom, explaining why the Grounded Theory Methodology (GTM) was selected for this study, its implementation, the faced challenges, addressed solutions, and unique insights gleaned through GTM. 10 01 JB code rmal.6.10ost 162 179 18 Chapter 11 1 A01 Seyyed Ali Ostovar-Namaghi Ostovar-Namaghi, Seyyed Ali Seyyed Ali Ostovar-Namaghi 01 This chapter aims to explore Phenomenology as a research methodology. To this end, it will first present its epistemological, ontological, and axiological underpinnings. It will then briefly explain its theoretical foundations by explaining the similarities and differences between transcendental and interpretative Phenomenology. This is followed by the principles and properties that differentiate Phenomenology from other modes of qualitative research. Subsequently, the purpose of this mode of research is clarified by explaining and exemplifying the types of research questions it tackles. More practical aspects of this methodology will then be explored by illustrating how the data are collected and analysed and how ethical issues are addressed in the research process and product. Finally, it will present responses to the critiques levelled against this research methodology before concluding the chapter. 10 01 JB code rmal.6.11ost 180 190 11 Chapter 12 1 A01 Seyyed Ali Ostovar-Namaghi Ostovar-Namaghi, Seyyed Ali Seyyed Ali Ostovar-Namaghi Shahrood University of Technology 01 This chapter aims to showcase Phenomenology as a research methodology by presenting EFL learners’ experience of proficiency maintenance in a context where English has no social function. The study started with a participant who was able to maintain her proficiency and then sampled other participants who shared the same experience through snowball sampling. Transcendental phenomenology was chosen to explore the participants’ subjective experience of the phenomenon under study in an objective manner. To achieve this objective, a reflexive account of the researcher’s preconceptions of proficiency maintenance was written and bracketed as irrelevant to the participants’ account of their experience. To present a clear synopsis of the study, the chapter will explain why the mode of inquiry was chosen, how it was implemented, and how the challenges were addressed. 10 01 JB code rmal.6.12per 191 205 15 Chapter 13 1 A01 Sabina M. Perrino Perrino, Sabina M. Sabina M. Perrino Binghamton University 01 This chapter examines the key role that narratives have in human communication and engagement across cultures and as fertile analytical and methodological tools. Storytelling practices allow researchers to study speech participants’ visible and veiled interactional dynamics. Besides analyzing narratives for their content (“denotational text”), scholars have studied narratives also for their pragmatic effects in the here-and-now of speech participants’ interactions, or their “interactional text,” and across various spatiotemporal configurations. During their tellings, narrators can assume and reverse roles, for example. Moreover, narratives simultaneously shape and are shaped by their surrounding context. In this light, storytelling practices are actual speech events that are (co)created, and developed, and thus need to be studied as such because of their interactional nature. 10 01 JB code rmal.6.13per 206 223 18 Chapter 14 1 A01 Sabina M. Perrino Perrino, Sabina M. Sabina M. Perrino Binghampton University 01 This chapter describes how narratives can be useful analytical and methodological tools through a close analysis of two narrative excerpts that I collected in Senegal and Northern Italy. Both examples examine how certain interactional patterns, such as participant transposition and the co-construction of individuals’ identities and stances, are enacted and sustained in storytelling practices. These patterns would not emerge if narratives were not considered as situated speech events in which speech participants’ interactional moves (“interactional text”) are as important as the narrative content (“denotational text”). It is thanks to this narratives-as-practices approach, versus the more traditional narratives-as-texts approach, that scholars are able to unveil participants’ interactional dynamics. The two case studies, moreover, are fully contextualized and situated. 10 01 JB code rmal.6.14gro 224 245 22 Chapter 15 1 A01 Myles Grogan Grogan, Myles Myles Grogan Ohtani High School 01 Repertory Grid Technique (RGT) derives from Personal Construct Psychology. The technique aims to understand how participants view objects, events, or people chosen as a kind of thematic sample by comparing them against each other, revealing the participant’s constructs. After introducing the “fundamental postulate” and corollaries developed by its founder, George Kelly, the chapter explores how this technique may be applied in the field of SLA or language education. After discussing how this highly adaptable technique has been used, the chapter shows how researchers can gain qualitative and quantitative data on research questions relating to change over time or how different members of a group perceive a phenomenon. Although this technique presents some challenges for generalization, the chapter concludes by showing how data may be analyzed and used productively. 10 01 JB code rmal.6.15gro 246 263 18 Chapter 16 1 A01 Myles Grogan Grogan, Myles Myles Grogan Ohtani High School, Osaka 01 Recent literature suggests that classroom-based assessment should perhaps work from a different set of assumptions than large-scale testing. This idea is explored through RGT by asking how seven teachers, each with a unique approach to teaching and assessment, create their grades in a multi-faculty undergraduate EFL course in Japan. In an interview, the researcher asked each teacher to compare a sample of their own students achieving different grades, demonstrating the teachers’ constructs for teaching and assessment. These were then analyzed, and subject to a form of content analysis used in RGT. The process revealed that, although the assessment approach used by each teacher differed, the grade reflected similar underlying teaching values that seemed to be legitimate expressions of the framework provided by the institution. 10 01 JB code rmal.6.16ria 264 272 9 Chapter 17 1 A01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi 01 This concluding chapter is organized into four sections. The first section, the introduction, discusses the purpose of compiling the volume. In the second section, I highlight some of the challenges faced by the researchers when they used each methodology and the insights they gained. Thirdly, I will provide a synthesis of the main ethical issues discussed in the chapters and will attempt to relate them to the current discussions of ethics in AL research. Finally, I will elaborate on how these methodologies can inform research on current and new language-related problems in the world we live in. I hope these discussions will be the readers’ take-home message if they consider employing these methodological orientations in the future. 10 01 JB code rmal.6.index 273 274 2 Index 18 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20240105 2024 John Benjamins B.V. 02 WORLD 08 640 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 24 01 02 JB 1 00 115.00 EUR R 02 02 JB 1 00 121.90 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 02 02 JB 1 00 97.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 01 gen 02 JB 1 00 149.00 USD 275027681 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 6 Pb 15 9789027214416 13 2023041692 BC 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 6 01 rmal.6 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.6 1 B01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi Hamad Bin Khalifa University 01 eng 280 vi 274 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researchers, there are some methodologies that are used less frequently. The aim of this volume is to introduce and discuss these less frequently used methodologies. Each methodology is discussed in two chapters, a theoretical and a practical chapter. In the theoretical chapters, the theoretical foundations, methodological orientation, ethical issues, and critiques and responses are discussed. In the practical chapters, a showcase study is presented and discussed, including why the methodology was used, how it was implemented, the challenges the researchers faced, and the insights they gained. The volume contributes to the current methodological discussion in AL and provides early-career and seasoned researchers with the necessary discussion about these methodological orientations. Future AL researchers may use these methodologies to investigate research questions in their areas of interest. In addition, the volume can complement current methodological resources in postgraduate research methodology courses. 04 09 01 https://benjamins.com/covers/475/rmal.6.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214423.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214423.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.6.pb.png 07 09 01 https://benjamins.com/covers/125/rmal.6.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.6.pb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.6.pb.png 10 01 JB code rmal.6.toc v vi 2 Table of contents 1 10 01 JB code rmal.6.01ria 1 8 8 Chapter 2 1 A01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi Hamad Bin Khalifa University 01 This introductory chapter is organized into two sections. The first section, the introduction, discusses research methodology in Applied Linguistics (AL), considering recent methodological debates. Each of the methodologies included in this volume is presented in two chapters, a theoretical and a showcase practical chapter. The second section, therefore, provides a synopsis of each of the chapters. The two sections of the introductory chapter provide a context for the readers so that they develop a general idea of what will follow in the body of the book. 10 01 JB code rmal.6.02cri 9 29 21 Chapter 3 1 A01 Jonathan Crichton Crichton, Jonathan Jonathan Crichton University of South Australia 2 A01 Darryl Hocking Hocking, Darryl Darryl Hocking Auckland University of Technology 01 This chapter explores the distinctive features of the Multiperspectival Approach (MPA) to research: its theoretical and philosophical background, the questions it addresses, and the research orientations it enables. The chapter explains how MPA offers researchers a heuristic that addresses ontological and epistemological challenges to research that are central to the language-context relationship and consequential for any researcher who seeks to make claims about the meaning of language in the lives of others at particular sites. The chapter provides detailed background and guidance on what MPA involves and its value as a practical ontology that enables researchers to discover – rather than to search – the worlds of their participants, iteratively to learn through this process of discovery, developing warrants and finding themes to bridge these worlds through multiple, mutually-corroborating perspectives. 10 01 JB code rmal.6.03hoc 30 48 19 Chapter 4 1 A01 Darryl Hocking Hocking, Darryl Darryl Hocking Auckland University of Technology 2 A01 Jonathan Crichton Crichton, Jonathan Jonathan Crichton University of Southern Australia 01 This chapter provides a detailed account of the researcher’s journey as they employ the Multiperspectival Approach (MPA) to investigate the interplay between communicative and creative practices within a university art and design studio. The chapter identifies the key reasons that attracted the researcher to MPA, the advantages it offered, its impact on their project, its design and findings, and how MPA was implemented. It concludes by considering the issues and challenges that arose in the researcher’s use of MPA and how these were addressed. Ultimately, the chapter serves to illustrate the implementation of MPA as a practical ontology and research heuristic for both traditional Applied Linguistic studies and those that go beyond the focus on language education and acquisition. 10 01 JB code rmal.6.04che 49 67 19 Chapter 5 1 A01 Yixiong Chen Chen, Yixiong Yixiong Chen National Institute of Education 2 A01 Csilla Weninger Weninger, Csilla Csilla Weninger National Institute of Education 3 A01 Fei Victor Lim Lim, Fei Victor Fei Victor Lim National Institute of Education 01 Multimodality examines how language and other resources (e.g., images and gestures) are integrated to make meaning for communication. This chapter aims to introduce two approaches to multimodality from a systemic-functional semiotic perspective, namely social semiotics and systemic functional multimodal discourse analysis (SF-MDA), and discuss their applications in applied linguistics. Specifically, this chapter begins with an overview of the theoretical underpinnings of the two approaches, focusing on their shared functionalist origins and the origin’s theoretical and methodological implications. Next, the chapter discusses the affordance of social semiotics and SF-MDA and highlights data collection procedures and analytical processes in applied linguistic studies informed by the two approaches. Finally, critiques of the two approaches are addressed with multimodal research facilitated by eye-tracking technology. 10 01 JB code rmal.6.05wen 68 82 15 Chapter 6 1 A01 Csilla Weninger Weninger, Csilla Csilla Weninger National Institute of Education 2 A01 Fei Victor Lim Lim, Fei Victor Fei Victor Lim National Institute of Education 3 A01 Yixiong Chen Chen, Yixiong Yixiong Chen National Institute of Education 01 This chapter builds on Chapter 4 and introduces two main applications within applied linguistics stemming from a systemic-functional semiotic theory of multimodality: embodied teaching and language textbook analysis. The chapter first gives a brief overview of the broader field of research that each of these applications is located in. Then each focal area is elaborated and illustrated via a case study conducted by the authors. Each case study provides a rationale for why multimodal analysis is appropriate given the research focus and questions, demonstrates how multimodal analysis was implemented and conducted, and reflects on the challenges of its implementation in applied linguistic research contexts. 10 01 JB code rmal.6.06mar 83 110 28 Chapter 7 1 A01 Numa Markee Markee, Numa Numa Markee University of Illinois at Urbana-Champaign 01 This chapter introduces conversation analysis to researchers who are not familiar with this methodology for analyzing naturalistic language use and how it has been applied to develop behavioral alternatives to cognitive approaches to second language acquisition. Specifically, I: (1) review what CA is; (2) discuss typical research questions in CA and how these questions are generated; (3) outline how CA data are gathered, transcribed and analyzed; (4) review turn-taking, repair, sequence, and preference organization; (5) discuss ethical issues in CA; (6) outline important critiques of CA and how CA researchers have rebutted these criticisms; and (7) summarize the arguments presented in this chapter with a view to promoting a constructive, critical dialog between cognitive and socially-oriented SLA researchers. 10 01 JB code rmal.6.07mar 111 126 16 Chapter 8 1 A01 Numa Markee Markee, Numa Numa Markee University of Illinois at Urbana-Champaign 01 Avoidance is one of the oldest strategies identified in cognitive second language acquisition. Since participants are hiding that they are avoiding using a particular item of language, behavioral methodologies that normally do not use introspection might seem ill-equipped to identify dissimulation. However (based on Markee, 2011), I show here how avoidance can be respecified and productively re-analyzed by using a longitudinal CA methodology (see Markee, 2008) to trace how: (1) ethnographic data that are “talked into relevance” by participants can be used to demonstrate how avoidance is verbally achieved in real time over time; and (2) based on feedback from an anonymous reviewer, how CA methods can also identify how different participants can simultaneously pursue conflicting agendas. 10 01 JB code rmal.6.08had 127 148 22 Chapter 9 1 A01 Gregory Hadley Hadley, Gregory Gregory Hadley Niigata University 2 A01 Hiromi Hadley Hadley, Hiromi Hiromi Hadley Niigata University 01 This chapter explores the underutilized Grounded Theory Methodology (GTM) in applied linguistics, detailing its procedures, objectives, benefits, and limitations from a post-positivist perspective. It suggests ways for educators and scholars to apply GTM to generate insightful social interaction theories within classrooms and discusses the role of technology in data collection. The text addresses critiques and ethical questions associated with GTM. When implemented rigorously, GTM can enhance not only teaching practices within applied linguistics but also offer fresh insights to scholarly communities beyond this field. 10 01 JB code rmal.6.09had 149 161 13 Chapter 10 1 A01 Gregory Hadley Hadley, Gregory Gregory Hadley 2 A01 Hiromi Hadley Hadley, Hiromi Hiromi Hadley 01 This chapter discusses the application of Extensive Reading (ER), an English language teaching method encouraging learners to consume large amounts of proficiency-level content, and its spread to second language classrooms globally since the 1990s. Studies show that ER significantly enhances learners’ vocabulary, reading speeds, and language comprehension. Despite challenges of passive resistance and apathy from learners, teachers from Japan, Italy, and Southeast Asia are seeking ways to integrate ER into their Academic English curricula. The chapter introduces a grounded theory about learners’ social processes in the ER classroom, explaining why the Grounded Theory Methodology (GTM) was selected for this study, its implementation, the faced challenges, addressed solutions, and unique insights gleaned through GTM. 10 01 JB code rmal.6.10ost 162 179 18 Chapter 11 1 A01 Seyyed Ali Ostovar-Namaghi Ostovar-Namaghi, Seyyed Ali Seyyed Ali Ostovar-Namaghi 01 This chapter aims to explore Phenomenology as a research methodology. To this end, it will first present its epistemological, ontological, and axiological underpinnings. It will then briefly explain its theoretical foundations by explaining the similarities and differences between transcendental and interpretative Phenomenology. This is followed by the principles and properties that differentiate Phenomenology from other modes of qualitative research. Subsequently, the purpose of this mode of research is clarified by explaining and exemplifying the types of research questions it tackles. More practical aspects of this methodology will then be explored by illustrating how the data are collected and analysed and how ethical issues are addressed in the research process and product. Finally, it will present responses to the critiques levelled against this research methodology before concluding the chapter. 10 01 JB code rmal.6.11ost 180 190 11 Chapter 12 1 A01 Seyyed Ali Ostovar-Namaghi Ostovar-Namaghi, Seyyed Ali Seyyed Ali Ostovar-Namaghi Shahrood University of Technology 01 This chapter aims to showcase Phenomenology as a research methodology by presenting EFL learners’ experience of proficiency maintenance in a context where English has no social function. The study started with a participant who was able to maintain her proficiency and then sampled other participants who shared the same experience through snowball sampling. Transcendental phenomenology was chosen to explore the participants’ subjective experience of the phenomenon under study in an objective manner. To achieve this objective, a reflexive account of the researcher’s preconceptions of proficiency maintenance was written and bracketed as irrelevant to the participants’ account of their experience. To present a clear synopsis of the study, the chapter will explain why the mode of inquiry was chosen, how it was implemented, and how the challenges were addressed. 10 01 JB code rmal.6.12per 191 205 15 Chapter 13 1 A01 Sabina M. Perrino Perrino, Sabina M. Sabina M. Perrino Binghamton University 01 This chapter examines the key role that narratives have in human communication and engagement across cultures and as fertile analytical and methodological tools. Storytelling practices allow researchers to study speech participants’ visible and veiled interactional dynamics. Besides analyzing narratives for their content (“denotational text”), scholars have studied narratives also for their pragmatic effects in the here-and-now of speech participants’ interactions, or their “interactional text,” and across various spatiotemporal configurations. During their tellings, narrators can assume and reverse roles, for example. Moreover, narratives simultaneously shape and are shaped by their surrounding context. In this light, storytelling practices are actual speech events that are (co)created, and developed, and thus need to be studied as such because of their interactional nature. 10 01 JB code rmal.6.13per 206 223 18 Chapter 14 1 A01 Sabina M. Perrino Perrino, Sabina M. Sabina M. Perrino Binghampton University 01 This chapter describes how narratives can be useful analytical and methodological tools through a close analysis of two narrative excerpts that I collected in Senegal and Northern Italy. Both examples examine how certain interactional patterns, such as participant transposition and the co-construction of individuals’ identities and stances, are enacted and sustained in storytelling practices. These patterns would not emerge if narratives were not considered as situated speech events in which speech participants’ interactional moves (“interactional text”) are as important as the narrative content (“denotational text”). It is thanks to this narratives-as-practices approach, versus the more traditional narratives-as-texts approach, that scholars are able to unveil participants’ interactional dynamics. The two case studies, moreover, are fully contextualized and situated. 10 01 JB code rmal.6.14gro 224 245 22 Chapter 15 1 A01 Myles Grogan Grogan, Myles Myles Grogan Ohtani High School 01 Repertory Grid Technique (RGT) derives from Personal Construct Psychology. The technique aims to understand how participants view objects, events, or people chosen as a kind of thematic sample by comparing them against each other, revealing the participant’s constructs. After introducing the “fundamental postulate” and corollaries developed by its founder, George Kelly, the chapter explores how this technique may be applied in the field of SLA or language education. After discussing how this highly adaptable technique has been used, the chapter shows how researchers can gain qualitative and quantitative data on research questions relating to change over time or how different members of a group perceive a phenomenon. Although this technique presents some challenges for generalization, the chapter concludes by showing how data may be analyzed and used productively. 10 01 JB code rmal.6.15gro 246 263 18 Chapter 16 1 A01 Myles Grogan Grogan, Myles Myles Grogan Ohtani High School, Osaka 01 Recent literature suggests that classroom-based assessment should perhaps work from a different set of assumptions than large-scale testing. This idea is explored through RGT by asking how seven teachers, each with a unique approach to teaching and assessment, create their grades in a multi-faculty undergraduate EFL course in Japan. In an interview, the researcher asked each teacher to compare a sample of their own students achieving different grades, demonstrating the teachers’ constructs for teaching and assessment. These were then analyzed, and subject to a form of content analysis used in RGT. The process revealed that, although the assessment approach used by each teacher differed, the grade reflected similar underlying teaching values that seemed to be legitimate expressions of the framework provided by the institution. 10 01 JB code rmal.6.16ria 264 272 9 Chapter 17 1 A01 A. Mehdi Riazi Riazi, A. Mehdi A. Mehdi Riazi 01 This concluding chapter is organized into four sections. The first section, the introduction, discusses the purpose of compiling the volume. In the second section, I highlight some of the challenges faced by the researchers when they used each methodology and the insights they gained. Thirdly, I will provide a synthesis of the main ethical issues discussed in the chapters and will attempt to relate them to the current discussions of ethics in AL research. Finally, I will elaborate on how these methodologies can inform research on current and new language-related problems in the world we live in. I hope these discussions will be the readers’ take-home message if they consider employing these methodological orientations in the future. 10 01 JB code rmal.6.index 273 274 2 Index 18 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20240105 2024 John Benjamins B.V. 02 WORLD 01 240 mm 02 160 mm 08 490 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 62 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 01 gen 02 JB 1 00 47.00 USD