ngths and weaknesses of these methods in the article. Narrating about the qualitative and quantitative methods, the author at the same time brings in the term "methodology" into his research, consequently letting the reader know about two contemporary methodologies, linguistic ethnography and sociocultural research. The topic ends with conclusions of what has been done and what is still to be done in this area.
The aims of this research correlate with the questions that the two contemporary methodologies imply at the beginning of the article. Linguistic ethnography addressed research questions such as following: How does classroom discourse enable, or inhibit, the expression of identities? How are the languages/ language varieties of different cultures recognized and used in schools? Except foregoing questions we may elicit one general question of the article: What kind of method, qualitative or quantitative, is more suitable when one is conducting he/ her research on the analysis of classroom talk?
Methods used for analyzing the case in point are diverse. Quantitative methodsinclude systematic observation and computer-based text analysis. The main feature of these methods is that they use coding schemes to reduce the data of transcribed talk to counts of specified set of features and measure relative frequencies of occurrence of particular words or patterns of language use. Qualitative methods comprise ethnographic analysis, sociolinguistic discourse analysis. These are methods which aim to reveal the nature, patterns, and quality of spoken interactions.
The data collected in quantitative methods are of huge amount. It includes a lot of classroom language, representative sample of events. A researcher works only with predefined categories. C
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