This is a very practical and accessible book that offers a comprehensive overview of research methodology in applied linguistics by describing the various stages of qualitative and quantitative investigations, from collecting the data to reporting the results. It also discusses 'mixed methods research', that is, the various combinations of qualitative and quantitative methodologies.

Research Methods in Applied Linguistics

Doing Replication Research in Applied LinguisticsInference and Generalizability in Applied LinguisticsResearch Methods in Applied LinguisticsStimulated Recall Methodology in Applied Linguistics and L2 ResearchDoing Applied LinguisticsAn A–Z of Applied Linguistics Research MethodsQualitative Research in Applied LinguisticsCase Study Research in Applied LinguisticsWriting about Quantitative Research in Applied LinguisticsResearch Methods for Language TeachingData Collection Research Methods in Applied LinguisticsContinuum Companion to Research Methods in Applied LinguisticsApplied Communication Research MethodsResearch Methods in LinguisticsResearch Methods in Applied SettingsGrounded Theory in Applied Linguistics ResearchSecond Language Research MethodsResearch Methods for Applied Language StudiesExperimental Research Methods in Language LearningThe Routledge Handbook of Research Methods in Applied LinguisticsDoing Research in Applied LinguisticsA Dictionary of Research Methodology and Statistics in Applied LinguisticsResearch Methods for English Language TeachersResearching Second Language ClassroomsCritical Sociolinguistic Research MethodsResearch Methods in Second Language PsycholinguisticsSecond Language Research Methods Oxford Applied Linguistics:Quantitative Methods for Second Language ResearchResearch Methods in Second Language AcquisitionResearch Methods in Applied LinguisticsResearch Methods in Applied LinguisticsLanguage, Literacy, and Learning in STEM EducationQuantitative Research in LinguisticsEthics in Applied Linguistics ResearchResearch Methods in LinguisticsThe Palgrave Handbook of Applied Linguistics Research MethodologyResearch Methods for Complexity Theory in Applied LinguisticsResearch in Applied LinguisticsThe Psychology of Second Language Acquisition Oxford Applied LinguisticsThe Routledge Encyclopedia of Research Methods in Applied Linguistics

Research methods in applied linguistics

Corpora in Applied Linguistics

Prefabricated patterns in advanced EFL writing: collocations and formulae (OUP, 1998)

Word lists lie at the heart of good vocabulary course design, the development of graded materials for extensive listening and extensive reading, research on vocabulary load, and vocabulary test development. This book has been written for vocabulary researchers and curriculum designers to describe the factors they need to consider when they create frequency-based word lists. These include the purpose for which the word list is to be used, the design of the corpus from which the list will be made, the unit of counting, and what should and should not be counted as words. The book draws on research to show the current state of knowledge of these factors and provides very practical guidelines for making word lists for language teaching and testing. The writer is well known for his work in the teaching and learning of vocabulary and in the creation of word lists and vocabulary size tests based on word lists.

Making and Using Word Lists for Language Learning and Testing

Types of words identified as unknown by L2 learners when reading

\n The choice of lexical unit is a significant issue in L2 vocabulary research and pedagogy. This brief review examines two important questions bearing on this issue: (i) How encompassing a lexical unit can learners deal with receptively? and (ii) How much difference does the choice of lexical unit make in practice? Regarding the former, empirical evidence from studies with L2-English learners shows that the broad ‘word family’ unit, requiring considerable knowledge of affixes and the ability to apply this knowledge, cannot be supported. Regarding the latter, estimates of the proportion of English text consisting of derivational forms vary due to differences in approach and text type examined. However, even the smallest estimate is of a magnitude sufficient to have a meaningful impact on text comprehension. Accordingly, this review suggests that the most appropriate lexical unit may be the lemma or flemma. This conclusion has major implications for L2 vocabulary research, with regards to vocabulary testing and estimates of learning needs, and for L2 vocabulary pedagogy, in respect of curriculum planning and the use of word lists.

http://academic.oup.com/applij/advance-article-pdf/doi/10.1093/applin/amaa061/34561652/amaa061.pdf

The Most Appropriate Lexical Unit for L2 Vocabulary Research and Pedagogy: A Brief Review of the Evidence

The calculation of text coverage, that is the proportion of a text covered by a vocabulary of a given size, has become a standardized procedure in recent years. Such calculations provide important information for research and pedagogy about issues such as the goals of vocabulary learning and the ease or difficulty of particular texts. Chujo and Utiyama (2005) have pointed out that it is important to ensure that methodological issues involved in such calculations are properly addressed, and their research delineates the vocabulary size, sample size and text length needed to secure reliable results. However, one methodological issue that remains open to debate is how to deal with proper nouns.

/pdf/an-improper-assumption-the-treatment-of-proper-nouns-in-text-4lemk1hpz1.pdf

An improper assumption? The treatment of proper nouns in text coverage counts

Obtaining accurate measurements of L2 learners’ productive knowledge of collocations has proven difficult. The goal of the work reported in this thesis was to develop and test a means of eliciting from learners a reliable and representative sample of their productive knowledge of collocations. The two main methods typically used for this purpose are demonstrated to suffer from a number of drawbacks, yet one instrument is identified as having potential. This instrument, LexCombi, originally devised by Barfield (2009a), presents noun cues to learners and
asks for three collocates in response to each cue, which are then evaluated as either canonical or not. In this thesis, LexCombi is taken forward and, through an iterative
series of empirical studies, developed further. Specifically, after trialling LexCombi and exploring how learners interact with it, the format is adapted to more clearly guide respondents towards producing collocations; the scoring of learners’ responses is reviewed to gain a more complete picture of learners’ knowledge; and a new set of cue words is trialled and selected to resolve a number of issues identified with the original cues. After this development process, an empirical evaluation of the final
form of the instrument, LexCombi 2, is conducted and its capacity to provide useful data on learners’ productive knowledge of collocations is evaluated. Following this,
the empirical data is used to consider what can be learned about collocation knowledge using LexCombi 2. Explorations include the relationship between collocation knowledge and general L2 proficiency, the types of words that are used
as responses to LexCombi 2, and how LexCombi 2 scores are affected by different conceptions of collocation. Finally, the thesis considers the overall significance of
this work for our understanding of collocation knowledge more generally.

Developing a measure of L2 learners’ productive knowledge of English collocations

The frequency model of vocabulary learning, the idea that words are learnt broadly in order of their frequency, is routinely applied in language teaching, testing and research. There has, however, been little research actually confirming it. This paper reports on a small-scale study which investigated the extent to which the vocabulary knowledge of a group of Japanese university students follows the model. Forty-nine lowintermediate proficiency participants took a 100-item Yes/No test containing 20 words from five frequency bands. It was found that, as expected, for the group as a whole, knowledge of the words was related to frequency, with the proportion of words known falling as frequency declined. Following Milton’s study, however, an analysis of the results of individual participants revealed that around 20% showed different patterns of knowledge and did not follow the frequency model. One question, however, is whether the frequency information on which the Yes/No test is based is the best approximation of these learners’ experience of English. A re-examination of the data in terms of JACET8000 levels found that once more the group as a whole followed the frequency model, and in addition that more of the individual participants conformed to the model. The study thus demonstrates the importance of using frequency data that is relevant to the learners in question and provides confirmation that frequency is a key determiner in the learning of vocabulary. It seems that teachers can reasonably make use of frequency information to support their students’ learning.

/pdf/the-frequency-model-of-vocabulary-learning-and-japanese-4c0n7uf7h5.pdf

The Frequency Model of Vocabulary Learning and Japanese Learners

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