Download Research methods in language acquisition: principles, by María Blume, Barbara C. Lust PDF
By María Blume, Barbara C. Lust
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Extra resources for Research methods in language acquisition: principles, procedures, and practices
Example text
Your early successes will help you in obtaining children’s cooperation with subsequent invitations. If necessary, take two playmates to try your research, even if the data are not useful; you are trying to establish your credibility at this point. However, you must always actually test one child at a time (unless the research design determines otherwise). Be flexible. Have several alternative children in mind; your first choice may be busy, refuse to come with you, or be absent. Respect a child’s right to say no.
B. , John can run fast). Traditional terminology refers to main and subordinate clauses. In the sentence He thinks John can run fast, 20 In some languages, such as Spanish, the noun may not be overtly pronounced but is nevertheless understood as part of the sentence; for example, corre, literally ‘runs,’ is understood to mean ‘he, she, or it runs’ because of the verb ending. Copyright American Psychological Association. Not for further distribution. The Challenge of Studying Language 27 the main clause is [He thinks], and the subordinate clause is John can run fast.
Sit down with or near a child or group of children. Stay at eye level as much as possible. You can just observe for a while; do not feel you should be doing or saying something all the time. Introduce yourself to the children. Call the children by their names. Children often will spontaneously include you in play or conversation. If not, you can begin a conversation about what they are doing, expressing interest in their work or inviting them to tell you about it. It is easier to be included in activities when children are doing art, puzzles, playing with sand, or playing with building blocks than when they are engaged in group dramatic play or larger motor activities, indoors or out.