Type of Credit: Required
Credit(s)
Number of Students
The aim of this course is twofold: First, it is designed to familiarize students with research methods in linguistics. Based on the understanding, the students are expected to apply the basic principles of research design to their own research. Second, the course also aims to help students with their academic writing. Through actual writing practice, the students are expected to write abstracts, annotated bibliographies, proposals, and research papers with the appropriate style and format.
能力項目說明
The aim of this course is twofold: First, it is designed to familiarize students with research methods in linguistics. Based on the understanding, the students are expected to apply the basic principles of research design to their own research. Second, the course also aims to help students with their academic writing. Through actual writing practice, the students are expected to write abstracts, annotated bibliographies, proposals, and research papers with the appropriate style and format.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
|
Week |
Theme and Reading |
Format |
Class time |
Out-of-class time |
|
W1 |
Introduction
|
Seminar |
3 |
4 |
|
W2 |
Library databases
|
Workshop |
3 |
4 |
|
W3 |
Research questions in linguistics (Litosseliti, Ch. 1) The experimental research report (Weissberg, Ch. 1) |
Seminar |
3 |
4 |
|
W4 |
Qualitative, quantitative, and mixed methods research (Dornyei, Ch. 2) The experimental research report (Weissberg, Ch. 1) |
Seminar |
3 |
4 |
|
W5 |
Language corpora
|
Seminar |
3 |
4 |
|
W6 |
Quantitative methods: concepts, frameworks, and issues (Litosseliti, Ch. 3) Establishing a context (Weissberg, Ch. 2) |
Seminar |
3 |
4 |
|
W7 |
Qualitative research and analysis (Paltridge, Ch. 3) Reviewing previous research (Weissberg, Ch. 3) |
Seminar |
3 |
4 |
|
W8 |
EndNote Turnitin |
Workshop |
3 |
4 |
|
W9 |
Longitudinal versus cross-sectional research (Dornyei, Ch. 4) Reviewing previous research (Weissberg, Ch. 3) |
Seminar |
3 |
4 |
|
W10 |
Writing a quantitative report (Dornyei, Ch. 12) Advancing to present research (Weissberg, Ch. 4) |
Seminar |
3 |
4 |
|
W11 |
Progress report
|
Presentation |
3 |
4 |
|
W12 |
Writing qualitative and mixed methods reports (Dornyei, Ch. 13) Advancing to present research (Weissberg, Ch. 4) |
Seminar |
3 |
4 |
|
W13 |
Pinyin, APA, and MLAMethod (Weissberg, Ch. 5) |
Seminar |
3 |
4 |
|
W14 |
Ethics in linguistic research (Podesva, Ch. 2) Results (Weissberg, Ch. 7) |
Seminar |
3 |
4 |
|
W15 |
Developing a research project (Paltridge, Ch. 15) Discussion (Weissberg, Ch. 8) Abstract (Weissberg, Ch. 9) |
Seminar |
3 |
4 |
|
W16 |
Project presentation
|
Presentation |
3 |
4 |
|
W17 |
Flexible supplemental instruction
|
|
|
|
|
W18 |
Term paper due (by 4:00pm)
|
Attendance and participation: 20%
Chapter presentation: 20%
Progress report and project final report: 20%
Term paper: 40%
Litosseliti, L. (2010). Research Methods in Linguistics. New York: Continuum.
Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.
Paltridge, B. & Phakiti, A. (2015). Research Methods in Applied Linguistics: A Practical Resource. New York: Bloomsbury.
Podesva, R. J. and Sharma, D. (2013). Research Methods in Linguistics. Cambridge University Press.
Weissberg, R. and Buker, S. (1990). Writing up research: Experimental research report writing for students of English. Englewood Cliffs, NJ: Prentice Hall Regents.
Journal papers