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QUALITATIVE RESEARCH: FOCUS ON NEW PARADIGMS
Issues in Research Methodology IIProfessor Sabine Mendes [email protected]
AN EXCERPT FROM HARAHAN (1999)- ON THE SCIENTIFIC METHOD
AN EXCERPT FROM HARAHAN (1999)- ON THE SCIENTIFIC METHOD
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
[…]undergraduate biology research at Central Mindanao University, Philippines, entitled “Anti-diarrheal activity of M. Pudica leaf extract on white mice induced with E. coli pathogen”. This experimental research utilized an experimental group and a control group. The experimental group was given a treatment (leaf extracts) while the control was left untreated.
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
The objective of this paper is to discuss functions and definitions of the term Discourse Markers (DM) and their implications for the teaching of English as a Foreign Language, from a pragmatic view point, by investigating the usage of the particle like. The work is based in the analysis of lexical entries in a famous Portuguese-English dictionary used in Brazil and complemented with a pilot study carried out with in-service teachers in the country. Results have shown that there is a need for EFL educators to address issues such as gender, race and culture as social constructs which cannot be overlooked in foreign language curricula.
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...Discourse Markers and the Teaching of
EFL: Reflections on the particle “like”Cláudia Cristina Mendes Giesel
PARADIGMS ARE (TEXTUALLY) EVERYWHERE...
[…] graduate research at the University of Southeastern Philippines, entitled ‘The effectiveness of conceptual approach of teaching on the scores of students in a biotechnology achievement test’. Two groups were established, the experimental group was given a conceptual teaching approach and the control group was taught with the traditional board-talk method. To test the achievement of the students, a teacher-made test was designed and subjected to content and construct validity analysis. The two groups were tested and the data were analysed using statistics. Most often, graduate research in the Philippines is designed in this way.
FROM TRADITIONAL TO CONTEMPORARY QUALITATIVE RESEARCH PARADIGMS (TAYLOR & MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY QUALITATIVE RESEARCH PARADIGMS (TAYLOR & MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY QUALITATIVE RESEARCH PARADIGMS (TAYLOR & MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY QUALITATIVE RESEARCH PARADIGMS (TAYLOR & MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY QUALITATIVE RESEARCH PARADIGMS (TAYLOR & MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY QUALITATIVE RESEARCH PARADIGMS (TAYLOR & MEDINA, 2013)
PARADIGMS AND METHODOLOGICAL APPROACHES
Paradigms (sets of beliefs)
Methodological approaches(the how-tos and research
designs)
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) Grounded Theory (GLASER and STRAUSS, 1967)
(http://www.groundedtheoryonline.com/what-is-grounded-theory)
Grounded Theory is a research method that will enable you to develop a theory which offers an explanation about the main concern of the population of your
substantive area and how that concern is resolved or processed.
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) For example in my study, the main concern of learners is
finding the time to study and temporal integration is the core category which explains how the concern is resolved or processed. That is: Jugglers and Strugglers employ successful temporal integration strategies enabling them to study whilst Fade-aways and Leavers are less successful in devising and adopting temporal integration strategies. Understanding how temporal integration does or does not happen has implications for learning design and learner persistence.
For the nurses of Nathanial's study, their main concern was moral distress and the core category which processed their concern was moral reckoning. For McCallin's' interdisciplinary teams the main concern was client service delivery and the core category - pluralistic dialoguing.
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES)
How do you do Grounded Theory?
The methodological stages are: Identify your substantive area - your area of interest. Examples of substantive
areas included dying (Glaser, 1967), online learning (Scott, 2007), a cafe (Rosenbaum, 2006), nursing practice (Nathanial,2007), management studies (Holton, 2007), work processes (Gynnild, 2007), interdisciplinary teams (McCallin, 2007). Your study will be about the perspective of one (or more) of the groups of people of the substantive area who will comprise your substantive population e.g. patients, doctors, nurses and social workers (Glaser 1967), online learners (Scott 2007), nurses who have practiced in direct contact with patients (Nathanial, 2007), knowledge workers (Holton, 2007 ) journalists (Gynnild, 2006), health professionals (McCallin, 2007).
Collect data pertaining to the substantive area. A Grounded Theory may use qualitative data, quantitative data (e.g. Glaser 1964 and Glaser 2008) or a mixture of the two. Thus data types include but are not restricted to
collecting observations of the substantive area itself and activities occurring within the substantive area;
accessing public or private record irrespective of form (e.g. photograph, diary, painting, sculpture, biography, television broadcast, news report, survey, government or organisational document, etc.);
conversing with individuals or a group of individuals, face-to-face or remotely [synchronously (e.g telephone, text chat) or asynchronously (e.g. email or wiki)].
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) Open code your data as you collect it. Open coding and data
collection are integrated activities thus the data collection stage and open coding stage occur simultaneously and continue until the core category is recognised/selected. (Note: there may be more than one potential core category). Open coding simply means code everything for everything – more on that in the getting started section. Eventually the core category and the main concern become apparent; where the core category explains the behaviour in the substantive area i.e. it explains how the main concern is resolved or processed. For example in my study the main concern was finding time to study and the core category was ‘temporal integration’.
Write memos throughout the entire process; The development of your theory is captured in your memos; few memos = thin theory. Method memos chronicle tussles with the method and help write the chapter on method. But most importantly theoretical memos are written about codes and their (potential) relationships with other codes. It's a low risk activity, so don't be concerned about writing 'bad' memos; your memos will mature as your skill and your theory develop.
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) Conduct selective coding and
theoretical sampling; Now that the core category and main concern are recognised; open coding stops and selective coding – coding only for the core category and related categories – begins.
Sort your memos and find the Theoretical Code(s) which best organises your substantive codes.
Read the literature and integrate with your theory through selective coding.
Write up your theory. Job done!
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) Critical Discourse Analysis (FAIRCLOUGH,
2001, 2010; VAN DIJK, 1993)
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) (FAICLOUGH, 2001)
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) (RESENDE &RAMALHO, 2009)
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND RELATED PRACTICES) (MACHIN & MAYR, 2007)
FOREIGN LANGUAGE ACQUISITION, SOCIAL
IDENTITIES AND GENDER: A MOROCCAN STUDY CASE
االجتماعية، والهويات األجنبية، اللغة اكتساب : المغربية حالة دراسة الجنسين بين .والمساواة
Elaine [email protected]
MOROCCO – A MULTILINGUAL COUNTRY
Berbere Classic Arabian French Moroccan Arabian
Teaching English in Morocco is a tough task. Because the teacher needs to be fluent in, at least, three languages:
Berbere, Moroccan Arabian and English.Said, English teacher in Ouaouizert.
OUAOUIZERT E RABAT
TWO BASIC QUESTIONS
What are the possible impacts of English language acquisition in the cultural identity of young Moroccan women?
Would these impacts be the same if we compared a big urban center like Rabal and a small village in the Atlas Mountains like Ouaouizert?
Teaching English in a muslim country is a delicate task. We never know if we are going to offend someone or not.
Sometimes, we think that we may offend a girl who seems to be conservative because she used the hijab; however, we
end up offending another girl who seemed to be more liberal.
John, British teacher who works at an English course in Rabat.
ON BECOMING PARTICIPATORY... My story (under construction)
