Methods and directions of research
Informacje ogólne
Kod przedmiotu: | 1.N2.EP.TTP.19 |
Kod Erasmus / ISCED: | (brak danych) / (brak danych) |
Nazwa przedmiotu: | Methods and directions of research |
Jednostka: | Wydział Filologiczny |
Grupy: |
Studia niestacjonarne |
Punkty ECTS i inne: |
(brak)
|
Język prowadzenia: | angielski |
Rodzaj przedmiotu: | obowiązkowe |
Rodzaj przedmiotu: | obowiązkowe |
Tryb prowadzenia: | Realizowany w sali |
Skrócony opis: |
Course description Students are familiarized with qualitative and quantitative research designs and adequate data analyses methods. ------------------- total hours: 15 total ECTS: 2 0,5 ECTS - 15 h of participation in classes 0,5 ECTS - 10 h of consultations 1 ECTS - 30 h of preparation to classes ----------------- contact with the teacher: maadtu@gmail.com contact with the study programme coordinator: m.tukiendorf@uni.opole.pl |
Pełny opis: |
Course objectives: The aim of the courses is to introduce students to research paradigms concerning first and second language acquisition and use. ------------------ Course content: What is research? Types of research in SLA context Types of research tools Methodology of Action Research as educational research Planning a research project Principles of using APA ----------------- Forms of instruction: extensive reading, class discussion, writing - definition essay, classification essay, comparison/contrast essay, ICT tool s- MS Teams |
Literatura: |
Selected books on research in SLA context: Basit, T. N. (2010). Conducting research in educational contexts. London: Continuum International Publishing Group.Brown, J. D. (1992). Understanding research in seacond language learning. Cambridge: CUP. Brown, J. D. (2001). Using surveys in language programs. Cambridge: CUP. Brown, J. D. & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press Dörnyei, Z. (2003). Questionnaires in second language research. London. Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press Heath, S. B. & Street, B. V. (2008). Ethnography: Approaches to language and literacy research. New York, London: Teachers College Press. Mackey, A., & Gass, S. M. (2005). Second language research: methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates. McKay, S. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates Nunan, D. (2008). Research methods in language learning (18th ed.). New York: Cambridge University Press Richards, K., Ross, S. & P. Seedhouse. (2012). Research methods in applied language studies.London & New York: Routledge. Seliger, H. W., & Shohamy, E. (1995). Second language research methods (3rd ed.). Oxford: Oxford University Press. Wilczyńska, W. & Michońska-Stadnik, A. (2010). Metododologia badań w glottodydaktyce. Wprowadzenie. Kraków: Avalon. Selected books on action research methodology: Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press Costello, P. (2007). Action Research. London: Continuum. Gabryś-Barker, D. (2011). Action research in teacher development: An overview of research methodology. Katowice: Wydawnictwo Uniwersytetu Śląskiego. Koshy, V. (2010). Action research for improving educational practice. London: SAGE Publications Mertler, C. A. (2006). Action research: teachers as researchers in the classroom. California: Sage Publications. Wallace, M.J. (2001). Action research for language teaching. Cambridge: Cambridge University Press. Valcarcel Craig, D. (2009). Action Research Essentials. San Francisco: A Wiley Imprint. |
Efekty uczenia się: |
Learning outcomes acc to PRK 2019 Knowledge: 1. The student knows and understands research methodology used in the educational context (e.g. action research (k_W04/P7S_WG) 2. The student can identify the main areas of research in SLA context (k_W05/P7S_WG) Skills: 3. The student can analyse and synthesise knowledge from multiple sources (k_U04/P7S_UK) Social competences 4. The student is ready to self-monitor their own learning (k_K01/P7S_KK) 5. The student is ready to develop their language proficiency and academic skills (k_K05/P7S_KR) |
Metody i kryteria oceniania: |
Forms of evaluation of learning outcomes: active participation in classes 40% (learning outcome 1,2,3,4,5) writing tasks on selected aspects of research methodology (learning outcome 1,2,3,4,5): definition essay 20% classification essay 20% comparison/contrast essay 20% Criteria of evaluation: 60% - pass with the grade 3,0 80% - pass with the grade 4,0 100% pass with the grade 5,0 |
Właścicielem praw autorskich jest Uniwersytet Opolski.