Teaching and Teaching and ResearchResearch

SpeakerSpeaker ：： Boxiang ZhangBoxiang Zhang

OutlineOutline

– I. Why to do research I. Why to do research

– II. Research areas II. Research areas

– III. Research trends III. Research trends

– IV. Research procedures IV. Research procedures

– V. Some suggestions V. Some suggestions

I.I. Why to do researchWhy to do research 1. To promote teaching1. To promote teaching

– Improve what we are not goodImprove what we are not good» TeacherTeacher ：： good at practical teaching; good at practical teaching;

» Not good at teaching ideas that back up the FLT. Not good at teaching ideas that back up the FLT.

– Sharpen what we knowSharpen what we know» E.g. professional knowledge, teaching methods, etc.E.g. professional knowledge, teaching methods, etc.

– Invigorate where we feel powerlessInvigorate where we feel powerless» e.g. high-tech multi-media in FLTe.g. high-tech multi-media in FLT

– Research helps us know whyResearch helps us know why» To know what and how to teach is not enough. To know what and how to teach is not enough.

2. New approaches require 2. New approaches require us…us…

– Look at changes in FLTLook at changes in FLT

– Early approaches: Early approaches: »The Grammar-Translation MethodThe Grammar-Translation Method»The Direct MethodThe Direct Method»The Audio-MethodsThe Audio-Methods»The Audiolingual/Audiovisual MethodThe Audiolingual/Audiovisual Method»The Oral-Situational ApproachThe Oral-Situational Approach

– More recent approachesMore recent approaches» Cognitive approachCognitive approach

» The Natural ApproachThe Natural Approach

» Notional-FunctionalNotional-Functional

» Communicative approachCommunicative approach

» Humanistic ApproachesHumanistic Approaches

» Behaviorist approachBehaviorist approach

» Post-Communicative approachPost-Communicative approach

» Constructivist/Integrative approachConstructivist/Integrative approach

– Research helps us know the back-up Research helps us know the back-up philosophies.philosophies.

3. Time urges us to catch up3. Time urges us to catch up– The world changes from chain to pyramid The world changes from chain to pyramid

and to networkand to network

We are living in a(n) …We are living in a(n) …

– Industrialized/post-industrialized worldIndustrialized/post-industrialized world

– Information world, Information world,

– Knowledge world,Knowledge world,

– Digital world, Digital world,

– Networked worldNetworked world

Students todayStudents today

– Net GenerationNet Generation»Digital natives, sophisticated with Digital natives, sophisticated with

technologytechnology

»Equipped with: MP3 players, iPods, Equipped with: MP3 players, iPods, iPhones or smart phones, PCs, and all iPhones or smart phones, PCs, and all the other tools of the digital agethe other tools of the digital age

– Live in a complicated remixed, mashed-up, Live in a complicated remixed, mashed-up, digital, mobile, always-on media environment.digital, mobile, always-on media environment.» a. Listening to music. a. Listening to music. » b. Playing PC/video games. b. Playing PC/video games. » c. Talking on iPhone. c. Talking on iPhone. » d. Sending text messages (TMs) or Twittering. d. Sending text messages (TMs) or Twittering. » e. Watching videos and/or TV. e. Watching videos and/or TV. » f. Multitasking on at least 3 of the above. f. Multitasking on at least 3 of the above.

Teachers todayTeachers today

– Digital immigrantsDigital immigrants

– One foot still in the past One foot still in the past

– And digital is their foreign languageAnd digital is their foreign language

– For many teachers, curriculum remains a For many teachers, curriculum remains a static body of knowledge that must be static body of knowledge that must be “covered”, “transmitted” and tested. “covered”, “transmitted” and tested.

– StudentsStudents»More confident and skillful in using More confident and skillful in using

technologies than teacherstechnologies than teachers

– Research helps FL teachers Research helps FL teachers »Build their confidence in using these Build their confidence in using these

technologies and solve the problem of technologies and solve the problem of low efficiency in FLTlow efficiency in FLT

4. Relationship between 4. Relationship between teaching and research teaching and research

– Features of Teaching Features of Teaching » Action-oriented Action-oriented » Practical Practical » Specific, concrete Specific, concrete » Experiential knowledge Experiential knowledge » An art An art

Features of Research Features of Research Thought-oriented Thought-oriented Theoretical Theoretical General, abstract General, abstract Detached knowledge Detached knowledge Science Science

– Research for teaching-oriented people: Research for teaching-oriented people: » Teaching and car drivingTeaching and car driving

– CoexistenceCoexistence» Doing research while teaching Doing research while teaching

– CollaborationCollaboration» Interaction of teaching and research Interaction of teaching and research

– ComplementaritiesComplementarities» Research enhances teaching, while teaching Research enhances teaching, while teaching

promotes research.promotes research.

II. Research areasII. Research areas– What to do in research?What to do in research?

» Solve problems in our teaching.Solve problems in our teaching.

– 1. Basic elements of FLT1. Basic elements of FLT» (1) Subject 1 (learner)(1) Subject 1 (learner)

Native language level (local dialect), second language levelNative language level (local dialect), second language level Ethical and cultural qualitiesEthical and cultural qualities Personal qualities Personal qualities

» (2) Object (content, the target language)(2) Object (content, the target language) Form (phonetics, vocabulary, grammar syntax, discourse, etc.)Form (phonetics, vocabulary, grammar syntax, discourse, etc.) Content (text, hypertext, meaning, skills, competencies, etc.) Content (text, hypertext, meaning, skills, competencies, etc.)

– (3) Subject 2 (teacher)(3) Subject 2 (teacher)» Ethical qualities, Ethical qualities, » Professional knowledge, Professional knowledge, » Teaching competences, Teaching competences, » Language skills, etc.Language skills, etc.

– (4) Means (4) Means » Teaching methods, Teaching methods, » Teaching facilities,Teaching facilities,» Learning strategies, Learning strategies, » Learning environments, etc. Learning environments, etc.

2. Relationship of the 2. Relationship of the elementselements

– (1) S1 (Students)(1) S1 (Students)

– (2) Object(2) Object

– (3) S2 (Teacher)(3) S2 (Teacher)

– (4) Means(4) Means

III. Research trendsIII. Research trends

– Reasons for research shift to new Reasons for research shift to new dimensions and focusesdimensions and focuses»Complexity of human societiesComplexity of human societies

»Pace of globalization Pace of globalization

»Development of high-techDevelopment of high-tech

»New theories of FLTNew theories of FLT

»New needs of Language learnersNew needs of Language learners

1. Shift from form to function1. Shift from form to function– Form: phonetics, vocabulary, grammarForm: phonetics, vocabulary, grammar ，， syntax, syntax,

discourse, etc.discourse, etc.– Function: messages, themes, social and/or cultural Function: messages, themes, social and/or cultural

values, tones (humorous, satiric, grotesque etc.)values, tones (humorous, satiric, grotesque etc.)» e.g. It is a truth universally acknowledged, that a single e.g. It is a truth universally acknowledged, that a single

man in possession of a good fortune, must be in want of a man in possession of a good fortune, must be in want of a wife. wife.

» “ “Luncheon” (tone, implied meaning)Luncheon” (tone, implied meaning)

– The shift is due to functional grammar, pragmatics The shift is due to functional grammar, pragmatics and anthropological linguistics. and anthropological linguistics.

Function-stressed Function-stressed approachesapproaches

– The situational method, The situational method, – The functional syllabus, The functional syllabus, – The notional syllabus,The notional syllabus,– The communicative approachThe communicative approach– From accuracy to fluency From accuracy to fluency – From grammatical competence to From grammatical competence to

communicative competencecommunicative competence– Content-based teaching/learningContent-based teaching/learning

2. Labor-intensive to high-2. Labor-intensive to high-tech intensive tech intensive

– A shift from face-to-face instruction to multi-A shift from face-to-face instruction to multi-media instructionmedia instruction

– Multi-media made many things possible in Multi-media made many things possible in language teaching, e.g., VLE (virtual learning language teaching, e.g., VLE (virtual learning environment). This might make FLT into SLA. environment). This might make FLT into SLA.

– High-tech intensive teaching approaches:High-tech intensive teaching approaches:

» CALL (Computer Assisted Language CALL (Computer Assisted Language Learning)Learning)

» ICT (Information and Communications ICT (Information and Communications Technology)Technology)

» CMC (computer-mediated communication) CMC (computer-mediated communication) » Task-based teachingTask-based teaching» Web-based teachingWeb-based teaching» e-Learninge-Learning» DDigitized learning igitized learning » How to make FLT into SLA?How to make FLT into SLA?

3. From external to 3. From external to internal internal

– External factors: condition of changes External factors: condition of changes – Internal factors: basis of changes, Internal factors: basis of changes, – And external through internalAnd external through internal

» e.g. You can lead a horse to the water, but you cannot e.g. You can lead a horse to the water, but you cannot make it drink. make it drink.

– Learning has to come from inside; you have to Learning has to come from inside; you have to want to learn. want to learn.

– Chomsky (1988): …teaching should not be Chomsky (1988): …teaching should not be compared to filling a bottle with water but rather compared to filling a bottle with water but rather to helping a flower to grow in its own way. to helping a flower to grow in its own way.

– Shift from teacher to learnerShift from teacher to learner»Student-centered teaching;Student-centered teaching;

»Autonomous learning;Autonomous learning;

»Individualized teaching/counseling;Individualized teaching/counseling;

»And interaction between teacher and And interaction between teacher and student.student.

– Do more research on studentsDo more research on students

Characteristics of the learnerCharacteristics of the learner– Age Age – GenderGender– Personality (Extroversion/introversion)Personality (Extroversion/introversion)– Motivation (intrinsic/extrinsic; integrative/instrumental)Motivation (intrinsic/extrinsic; integrative/instrumental)– Aptitude (high/low)Aptitude (high/low)– Intelligence (linguistic/logical/musical/interpersonal)Intelligence (linguistic/logical/musical/interpersonal)– Learning styles (perceptual/cognitive; field-Learning styles (perceptual/cognitive; field-

independent/field-dependent)independent/field-dependent)– Learning strategies (cognitive/affective) Learning strategies (cognitive/affective)

New Roles of teachersNew Roles of teachers– Facilitator and guideFacilitator and guide

– CollaboratorCollaborator

– DesignerDesigner

– OrchestratorOrchestrator

– EvaluatorEvaluator

– IntegratorIntegrator

– LearnerLearner

– ResearcherResearcher

Teacher requires to learn:Teacher requires to learn:

– New knowledgeNew knowledge

– New skillsNew skills» Organizational SkillsOrganizational Skills» Conceptual SkillsConceptual Skills

– New literacies New literacies » Scientific, digital, critical, linguistic, culturalScientific, digital, critical, linguistic, cultural

– New MeansNew Means– Teaching methods and approachesTeaching methods and approaches– Facilities and technologies:Facilities and technologies:

» Audio devices: CD, Web, audiocassette recorder.Audio devices: CD, Web, audiocassette recorder.

» Video: DVD, cassette, Web, laserdisc, camera.Video: DVD, cassette, Web, laserdisc, camera.

» Television: Both satellite and terrestrial television Television: Both satellite and terrestrial television programsprograms

» ComputersComputers

» InternetInternet

» EnvironmentEnvironment

– Exposure to authentic English all the time with Exposure to authentic English all the time with audio and visual materialsaudio and visual materials

IV. Research IV. Research proceduresprocedures1. Statement of the problem

2. Literature review

3. Hypothesis/Questions

4. Choice of research method

5. Design of study

8. Write-up

6. Data collection

7. Data analysis

Statement of the problem Statement of the problem » To choose a question that satisfies certain To choose a question that satisfies certain

criteria:criteria:» Not too broad or generalNot too broad or general» Not being answered by previous research Not being answered by previous research » A question to be answered A question to be answered » A question that can be answeredA question that can be answered» To be expressed in a clear, precise, and concise To be expressed in a clear, precise, and concise

way, and only in one or two sentences.way, and only in one or two sentences.

– Take my lecture topic as an exampleTake my lecture topic as an example» Suitable or not? Suitable or not? » No.No.» Too big; Too big; » Too general.Too general.» Have to be narrowed down. Have to be narrowed down.

– Teaching Teaching » What kind of teaching? (literary/science)What kind of teaching? (literary/science)» Language teaching (NLT/SLT/FLT)Language teaching (NLT/SLT/FLT)

– ResearchResearch» What kind of research? What kind of research?

(fundamental/applied/developmental ) (fundamental/applied/developmental ) » Applied research (professional/non-Applied research (professional/non-

professional)professional)» FLT and teaching-oriented research FLT and teaching-oriented research

Literature review Literature review – A critical evaluation of previous researchA critical evaluation of previous research– A literature review answers the following questions:A literature review answers the following questions:

» What has been said on the topic? What has been said on the topic?

» Who are the key writers?Who are the key writers?

» What are the prevailing theories and hypotheses?What are the prevailing theories and hypotheses?

» What questions are being asked?What questions are being asked?

» What methodologies and methods are appropriate and What methodologies and methods are appropriate and useful?useful?

– It is not a chronological catalog of all of the sources, It is not a chronological catalog of all of the sources, but an evaluation, integrating the previous research but an evaluation, integrating the previous research together.together.

HypothesisHypothesis– A logical supposition, a reasonable guess, an A logical supposition, a reasonable guess, an

educated conjectureeducated conjecture– Help to collect and locate the right kinds of data Help to collect and locate the right kinds of data

needed needed – Experiments and tests are conducted and the data Experiments and tests are conducted and the data

is collected.is collected.– Hypotheses take three formats:Hypotheses take three formats:

» A questionA question

» A conditional statementA conditional statement

» An If, then statementAn If, then statement

Choice of research method Choice of research method – Crucial to choose the right method Crucial to choose the right method 

» Exploratory research, which helps to identify and Exploratory research, which helps to identify and define a problem or question.define a problem or question.

» Constructive research, which tests theories and Constructive research, which tests theories and proposes solutions to a problem or question.proposes solutions to a problem or question.

» Empirical research, which tests the feasibility of a Empirical research, which tests the feasibility of a solution using empirical evidence.solution using empirical evidence.

– Qualitative research Qualitative research – Quantitative research Quantitative research

Design of study Design of study – It is a blueprint of research, dealing with at least It is a blueprint of research, dealing with at least

four problems: four problems: » what questions to study, what questions to study,

» what data are relevant, what data are relevant,

» what data to collect, what data to collect,

» and how to analyze the resultsand how to analyze the results

– The first level is about designing the overall The first level is about designing the overall structure of the researchstructure of the research

– The second level concerns decisions about how to The second level concerns decisions about how to collect evidence.collect evidence.

Data collection Data collection – It is the process of gathering and measuring information It is the process of gathering and measuring information

on variables of interest, to answer stated research on variables of interest, to answer stated research questions, test hypotheses, and evaluate outcomes. questions, test hypotheses, and evaluate outcomes.

– Ways of data collectionWays of data collection» Direct observation Direct observation » Interviews Interviews » Surveys Surveys » Experiments and testing Experiments and testing » QuestionnairesQuestionnaires» Case study Case study

Data analysisData analysis–   Conduct data graphing, visual inspection, statistical Conduct data graphing, visual inspection, statistical

analysis, or other operations on the data as analysis, or other operations on the data as appropriate.appropriate.

– Quantitative analysis is considered to be objective – Quantitative analysis is considered to be objective – without any human bias attached to it.without any human bias attached to it.

– Analysis of qualitative data is accomplished by Analysis of qualitative data is accomplished by methods more dependent on people’s opinions, methods more dependent on people’s opinions, knowledge, assumptions, and inferences (and knowledge, assumptions, and inferences (and therefore biases). therefore biases).

Write-upWrite-up

– Steps of paper writingSteps of paper writing» Write an outlineWrite an outline» State your thesisState your thesis» Organize your notesOrganize your notes» Write your first draftWrite your first draft» Revise your draftRevise your draft

– The structure of the paperThe structure of the paper» Introduction Introduction

» Materials and MethodsMaterials and Methods

» Results Results

» Discussion Discussion

» Conclusions Conclusions

» ReferencesReferences

– Format: Format: » APA (American Psychological Association) styleAPA (American Psychological Association) style

» MLA (Modern Language Association) styleMLA (Modern Language Association) style

V. Some V. Some suggestions suggestions

– 1. Be a good thinker (research-oriented mind)1. Be a good thinker (research-oriented mind)» Have an inquisitive and curious natureHave an inquisitive and curious nature» Never accept things without questioning Never accept things without questioning » Be sensitive to new thingsBe sensitive to new things» Be imaginative and intuitiveBe imaginative and intuitive» Consider other people’s feelings and thoughts Consider other people’s feelings and thoughts » Take risks in thought and actionTake risks in thought and action» Be tough and persevering in spiritBe tough and persevering in spirit

2. Be a good reader2. Be a good reader– Reading enhances our mental ability and Reading enhances our mental ability and

lets you experience the world from a lets you experience the world from a brand new perspectivebrand new perspective

– Read with an insatiable desire and an Read with an insatiable desire and an unquenchable thirstunquenchable thirst

– Create the reading habit with regular Create the reading habit with regular reading triggers reading triggers

– What to read:What to read:»Humanities and social science works: Humanities and social science works:

Literature, philosophy, esthetics, Literature, philosophy, esthetics, psychology, anthropology, religion, history, psychology, anthropology, religion, history, popular science, popular science,

»Professional works: linguistic theories, new Professional works: linguistic theories, new ideas and approaches in FLT, etc. ideas and approaches in FLT, etc.

» Academic writings: language journalsAcademic writings: language journals

3. Be a good learner3. Be a good learner– Take an active approach to learningTake an active approach to learning– Have broad cultural interests and a passion for Have broad cultural interests and a passion for

knowledge (esp. humanities)knowledge (esp. humanities)– Be good at learning from others (esp. scholars) and Be good at learning from others (esp. scholars) and

from previous researchesfrom previous researches– Attend all kinds of academic conferencesAttend all kinds of academic conferences– Be familiar with all kinds of new ideasBe familiar with all kinds of new ideas– Be good at collecting and accumulating reference Be good at collecting and accumulating reference

materialsmaterials– Always be on the frontierAlways be on the frontier

4. Be a good writer4. Be a good writer– Writing is refined thinking.Writing is refined thinking.– Brainstorm before starting to writeBrainstorm before starting to write– Make logical and effective organizationMake logical and effective organization– Have a clear sense of audience and purposeHave a clear sense of audience and purpose– Write in a clear, direct styleWrite in a clear, direct style– Writing needs lots of practice: Writing needs lots of practice:

» Diary writingDiary writing

» Notes takingNotes taking

» Teaching-script writingTeaching-script writing

» Academic writingAcademic writing

HopeHope

–All of you will be both good All of you will be both good teachers and good researchers.teachers and good researchers.

Thank you!