RESEARCH METHODOLOGY IN EDUCATIONAL LINGUISTICS

The course is one of the main activities of the degree course in Language Sciences which contribute towards building up students’ knowledge and understanding of the main principles in the field of the teaching of foreign languages and language education. The goals of the course are to develop knowledge and understanding of the traditions of research in the field of foreign/second language teaching and learning; to promote the ability to elaborate qualitative research projects in the field of language education; to analyze data. The students will acquire those competences that will allow them to autonomously elaborate their own research paths in the field of the teaching of foreign languages and language education.

Knowledge and understanding
The student will acquire knowledge and understanding regarding: characteristics and functions of the diverse traditions of research in the field of language teaching and language education; different instruments/techniques in data collection and data analysis; main characteristics of a scientific article.

Applying knowledge and understanding
The student will acquire the skills to: elaborate a coherent research proposal in the field of language education and language teaching; elaborate research objectives, research questions, identify different data collection modes in keeping with research objectives; elaborate and use different instruments for data collection; operate a qualitative analysis.

Learning abilities
Note taking, participating in research and work groups, organising autonomous research, carrying out field research.

Making judgements
The student will know how to make informed and autonomous judgements as to the validity and feasibility of different research proposals in the field of language teaching and language education.

Communication skills
The student will be able to justify his choices and communicate the results of his research clearly and precisely.

A basic knowledge of the principles of language education and language teaching is useful.
Those without any previous basic knowledge of Language Teaching Didactics can consult the video lessons and relative self-assessment sheets on the site of the MEAL project: www.unive.it/meal.

Different research traditions in the field of language education
The design of a research project
Example research projects in the field of language education
Data collection and analysis
Methodologies of observation and analysis of the language classroom
Techniques for interviews, questionnaires, surveys
The action research

1 What is science, what is research
https://www.learn-study-work.org/english/what-is-science/
2 Balboni P., 2021, “Ricerca hard e soft, empirica e speculativa, quantitativa e qualitativa: un cambiamento di paradigma nella ricerca sull’educazione linguistica?”, https://www.researchgate.net/publication/348236363_Ricerca_hard_e_soft_empirica_e_speculativa_quantitativa_e_qualitativa_un_cambiamento_di_paradigma_nella_ricerca_sull'educazione_linguistica
3 Create Bibliographies. How to use citation managers to collect, organize, cite, and share your references
https://library.bu.edu/create_bibliographies
4 Celentin P., Daloiso M., 2018, “La ricerca-azione come strumento per la sperimentazione di modelli inclusivi di educazione linguistica”, RICERCAZIONE - Vol. 10, n. 2 - December 2018
5 Fiorentino A., Tommasi F., 2024, “Measuring Parents’ Motivation to Plurilingualism: Development and Validation of a Modular Inventory”, Italiano LinguaDue 1. 2024.
6 Maugeri G., 2022, “I Mixed methods della ricerca in Linguistica educativa”, Studi di Glottodidattica 2022/2
7 Guilloteaux M.J., Dörnyei Z., 2008, “Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation”, TESOL QUARTERLY Vol. 42, No. 1, March 2008
8 Rose, H., 2020, “Diaries and journals: Collecting insider perspectives in second language research”, McKinley, J. & Rose, H. (Eds.). Routledge Handbook of Research Methods in Applied Linguistics, Abingdon: Routledge.
9 Sclavi M., 2015, “Prove di shadowing. Entrare e uscire dalle cornici date per scontate e raccontare come si fa e cosa si scopre”, Riflessioni Sistemiche - N° 12 giugno 2015

Dörnyei Z., 2007, Research Methods in Applied Linguistics. Quantitative, Qualitative, and Mixed Methodologies, Oxford: OUP. SOLTANTO PART 1; PART 2
exts will follow

The exam is made up of two parts:
- Paper (50%)
- Written exam (50%)

The student must reach a mark of min. 18/30 on each part.
The student can sit the written part of the exam only if s/he has already handed in the paper.
Paper
The Paper (max. 5/6 pages) aims to ascertain the skills and competences in writing up a research project and in selecting research methodologies and techniques. It also aims to assess the student’s written argumentative skills.
The paper it must be post in the Moodle of the course at least two weeks before each session of exams.
Written exam
The written exam, made up of 11 multiple choice questions ad 10 (guided) open questions aims to assess knowledge and understanding of the issues involved in planning and carrying out a research project in the field of language education. 1 hour time; closed questions (T/F and MC) and open questions

The online part can recognize for the final exam according to the activities carried out.

written

Blended: 10 on-site lessons and 5 on-line asynchronous lessons. The students will be required participate actively in the class discussions and in the on-line forums.

Italian

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development