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ERIC Number: ED324914
Record Type: RIE
Publication Date: 1990-Mar
Pages: 22
Abstractor: N/A
Reference Count: N/A
Views on Learner-Oriented Data Collection Methodology.
Mayala, Nsebeng-Kimanese
In research on second language instruction, the researcher's knowledge of the learner's background has not always been central in data collection. However, data collection is part of a research design that should include both a description of the sample population and the role of the learner in the decision to carry out a given study. Learner-oriented data-collection methodology can contribute to the study of adult second language learners' performance in a formal learning setting. Elicitation procedures are generally preferred because they allow limitations of the information collected. With knowledge of the learner's background, the researcher can ask appropriate questions, obtain rich and insightful information, and get results reflecting learners' potential competence. On the other hand, elicitation may disturb normal patterns of language use. Learner-oriented tasks should be learner-specific, designed to call on the learner's awareness and judgment, where possible, and be tested for native-like validity. Steps in the design of such tasks include defining the population, collecting general information through a preliminary study, selecting measurement instruments, and piloting the instruments. (MSE)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Association of Teachers of English as a Foreign Language (24th, Dublin, Ireland, March 27-20, 1990).