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Enthonographic Research

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Questions for Tutorial 3 1. What is ethnographic research? State the difference between an ethnographic research and a psychometric research and give example from applied linguistic studies. 2. Find a report of an ethnographic research in applied linguistics and give your comments on the following points: * The research question * The contexts the research was conducted * What is group or case under study? * What conceptual and theoretical frame works inform the study? * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? 3. Find a report of an ethnographic research in applied linguistics and give your comments on: * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? * What analysis strategies were developed and used? what levels and types of context were attended to in interpretation? - What recurrent patterns are described? - What cultural interpretation is provided? - What are the stated implications for teaching?

Question 1.What is ethnographic research? State the difference between an ethnographic research and a psychometric research and give example from applied linguistic studies.
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Ethnographic research is one form of qualitative research which concerns with studying human behavior within the context in which that behavior would occur naturally and in which the role of the researcher would not affect the normal behavior of the subjects. Ethnography research requires: - much training, skill and dedication - a great store on the collection and interpretation of data - question and hypothesis emerge during the course of investigation, rather than beforehand
CONTRASTING PSYCHOMETRY AND ETHNOGRAPHY: PRINCIPLES | Psychometry | Ethnography | Formulating a research problem | Identifies causal relationships among variables by extracting from context | Central importance given to context | Nature of goals | Hypothesis then data | Data then hypothesis | Application of results | To generalize from samples to populations | Comparability and translatability |

CONTRASTING PSYCHOMETRY AND ETHNOGRAPHY: AN EXAMPLE | Chaudron and Richards (1986) | Heath (1983) | Research question | What is the effect on L2 learners’ comprehension of lectures of the use of discourse markers which indicate (a) overall organization and (b) links between sentences within the lecture? | What are the effects of home and community environments on the learning of those language structures and functions which are needed to succeed at school and at work? | Subjects | Two groups of pre-university/ university ESL students | Children belonging to two rural working-class communities in the United States | Method | Experiment | Naturalistic, contextualized data collection | Type of data | Scores on cloze, multiple choice, and true/false tests | Interviews; fieldnotes; transcripts of child-adult child-child interactions; environmental language | Type of analysis | Statistical: correlationANCOVA | Interpretive, discursive |
Question 2 and 3: Find a report of an ethnographic research in applied linguistics and give your comments on the following points: a. The research question b. The contexts the research was conducted c. What is group or case under study? d. What conceptual and theoretical frame works inform the study? e. What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? f. What analysis strategies were developed and used? what levels and types of context were attended to in interpretation? g. What recurrent patterns are described? h. What cultural interpretation is provided? i. What are the stated implications for teaching?
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Peter, M and Johanna, M (2004), An ethnographic study of classroom instruction in an IELTS preparation program, IELTS reports, 8.
(See more detailed in the attached file) a. Research questions
The goal of the study is to mention in the very first part of the abstract of the report. It was used to take an investigation into the characteristics of instruction and some implications in IELTS preparation programs. In other words, it could give us the illustration of the pedagogy as well as the implications for application in teaching IELTS. To achieve these goals, three questions were given. They were shown in the aims and objectives part: 1. What are the natures of the instruction in an IELTS preparation program? 2. How do the instructional practices relate to IELTS assessment tasks? 3. What are the implications for the preparation of EILTS examination candidates?
Besides, the author also gave the original research questions and clarified the reasons for research question change. It was because of the context or condition change during the study. This is an importantly distinguished feature of ethnographic research “There is often interaction between questions and data”. b. The contexts of the research
The research was carried out on the basis of practices in classroom with an 8- week program for learners who prepare for an IELTS test in ELICOS adult education centre (English Language Intensive Courses for Overseas student) in Adelaide, South Australia.

c. Group under study
The group under study consisted of 26 adult learners in an IELTS class who planned to take an IELTS test and teachers who took over the class. The learners were non- native English speakers from different backgrounds, mainly from South East Asian countries and experienced different English language instruction. They were from the age of 18 to 39 and at intermediate proficiency level. They were also regarded as the typical range of students in Australia. The teacher had 6 years teaching English as a second language and also had experience in teaching IELTS. d. Conceptual and theoretical frame works inform the study
About the conceptual and theoretical framework, there were 2 principles. Firstly, classroom discourse experiences socialize learners into the language practices associated with social activities. IELTS was considered to express that learners could take part in social activities in a language, so learners preparing for IELTS meant their apprenticeships in discourses. Secondly, according to Mickan 2006, development of learner’s communicative resources is a result of taking part in the discursive practices both spoken and written of speech communities such as language classes. So the researchers chose classroom as the context of the study. e. Field techniques
Two researchers worked in the centre for 8 weeks. Documentation of the practices and discourses was highly appreciated. Therefore, they got the permission from the centre and the teacher to join the class to experience in class practice once a week of the program. Accordingly, they were participants of the study.
In class, they recorded the discourses of the teacher to reveal the teacher’s pedagogy, both audio and video recording. With recording, they made a transcription for a truthful and rich picture of the event later. Besides, the teacher was interviewed every week with an open- ended schedule after the class time. This did not interrupt the lessons and helped the researchers understand more the intentions of the teacher in each lesson. The resources for the lessons were collected. In addition, the practice tests, homework, and sample of students were picked up as the materials for analysis. f. Analysis strategies
The data of the study were descriptive accounts of the course or program materials observation notes and transcripts from audio and video recordings.
For example, from the transcripts, the study showed that teacher was in the role of a manager in class. She chose and directed activities for students. The students were respondent to the teacher’s order. They worked individually, in pairs, in groups as directed by the teacher.
The analysis or the result was in the pedagogy and focused on 4 skills of IELTS test. In each analysis, the researchers gave the things or the information they got with a clear explanation for it.
The level of context was not mentioned in the analysis. g. Recurrent patterns
No recurrent patterns were described in the study. h. Cultural interpretation
Although students from different backgrounds but cultural interpretation in the analysis part was not mentioned in the study. i. Implications for teaching
The study pointed out some implications for teaching IELTS tests in the conclusion part. The first one was instruction in test- taking techniques from technique in oral test to paper tests. The second was language awareness. Another implication was the teacher and learners should pay attention to the content, activities and the materials for the program because nowadays, learners are experienced with multidimensional social practices. This also stresses the role of the teacher who instructs students.

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