Validity and Reliability in Qualitative Research on Second Language Acquisition and Teaching. Another Researcher Comments

It has been widely recognized that interlanguage fossilization is the common phenomena in second language acquisition. The present study tried to investigate the students’ writing performance to find out whether interlanguage fossilization occured or not. The primary goal of this research was to give information relating to interlanguage fossilization in students’ writing performance.This research was qualitative research. The writer used observation, documentation and interview to collect the data. Purposive sampling was the technique for choosing the ten students of the sixth and the eight semester of English Education Study Program of IAIN Jurai Siwo Metro in the Academic Year of 2017/2018. The result of this research showed that there were two types of interlanguage fossilization commonly produced by students. They were syntactical fossilization and morphological fossilization. Syntactical fossilization consisted of 71, 86% and morphological fossilization consisted of 28, 14%. Moreover, interlanguage fossilization phenomenon in students’ writing performance was caused by the students’ low English proficiency. Therefore, the students should be more active to improve their English ability.

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Performance consistency in second language acquisition and language testing research: a conceptual gap

Second language Research ◽

10.1177/026765830101700408 ◽

2001 ◽

Vol 17 (4) ◽

pp. 442-456 ◽

Cited By ~ 8

Author(s):

Dan Douglas

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Research Methods ◽

Common Ground ◽

Language Testing ◽

Research Articles ◽

Language Test ◽

Validity And Reliability ◽

Special Case

Arguing from the premise that a language test is a special case of a second language acquisition (SLA) elicitation device, I suggest that SLA and language testing share much common ground in terms of research methods, which have similar properties in that they are both used to make systematic observations of language performances from which inferences can be made about the state of a learner’s interlanguage ability underlying the performance. However, I also argue that whereas the concept of demonstrating validity and reliability has been integrated into how language testing research is conducted, SLA researchers have generally failed to recognize the need to demonstrate these qualities. I compare examples of SLA and language testing research articles in terms of their treatment of validity and reliability and argue: • that it is important for SLA researchers to provide evidence that the methods they employ to elicit data are appropriate for the purposes intended; • that the procedures provide stable and consistent data; and, consequently • that the interpretations they make of the results are justified.

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Does Bilingualism Expand the Cognitive Experience of the Students?

International Perspectives on Modern Developments in Early Childhood Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-2503-6.ch001 ◽

2020 ◽

pp. 1-14

Author(s):

María Bobadilla-Pérez ◽

Suellen Pereira-Balado

Keyword(s):

Qualitative Research ◽

Early Childhood ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Theoretical Framework ◽

The World ◽

Cognitive Experience ◽

The One

This chapter shows the results of a study carried out in an immersion early education classroom in Galicia (Spain). The study focuses on how children in a bilingual context develop their perception of the world according to the concepts they are able to build around things in their environment, using the language as a reference. A brief theoretical framework precedes the presentation of the study. On the one hand, attention is paid to the pedagogical implications of second language acquisition in early childhood. Secondly, and most importantly, the nature of the bilingual brain is discussed through the consideration of the works of relevant authors in the field. Later, the case study is explained. For the purpose of the qualitative research, participants were presented with different images to be described in English and Spanish, and an observation table was designed in order to classify the utterances produced by the students. As will be discussed, results showed that students in immersion educational contexts increase their sense of the world when using both languages.

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Does Bilingualism Expand the Cognitive Experience of the Students?

10.4018/978-1-6684-3690-5.ch016 ◽

2022 ◽

pp. 290-303

Author(s):

María Bobadilla-Pérez ◽

Suellen Pereira-Balado

Keyword(s):

Qualitative Research ◽

Early Childhood ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Theoretical Framework ◽

The World ◽

Cognitive Experience ◽

The One

This chapter shows the results of a study carried out in an immersion early education classroom in Galicia (Spain). The study focuses on how children in a bilingual context develop their perception of the world according to the concepts they are able to build around things in their environment, using the language as a reference. A brief theoretical framework precedes the presentation of the study. On the one hand, attention is paid to the pedagogical implications of second language acquisition in early childhood. Secondly, and most importantly, the nature of the bilingual brain is discussed through the consideration of the works of relevant authors in the field. Later, the case study is explained. For the purpose of the qualitative research, participants were presented with different images to be described in English and Spanish, and an observation table was designed in order to classify the utterances produced by the students. As will be discussed, results showed that students in immersion educational contexts increase their sense of the world when using both languages.

Download Full-text