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7/29/2019 Hypothesis Generating and Hypothesis Testing Nov 20 2012
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Hypothesis generating and
hypothesis testing
Marjorie Lorch
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Assignment
One essay of 3,500-4,000 words to be
submitted by6pm, January 11th 2012.**Both uploaded to Turnitin on Moodle and paper
copy delivered to the office.
(See handbook for details regarding deadlines,mitigating circumstances.)
This module is assessed by a structured
essay which presents a critical reading of a
piece of research literature to be selected from
a list provided by the lecturer.
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1) how this piece of research fits into the
larger research context;
2) how well the particular research aims,
objectives or goals were met;
3) the appropriateness of the methodemployed;
4) whether the evidence presented to
support the research question was
adequate;
5) whether the interpretation of findings
was justified.
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Each of these 5 points should be given
equal consideration. This should provide a
characterization of why the research wascarried out and an evaluation of how it was
done, what was found and what it means.
The essay should be presented with aclear structure and include an introduction
and a conclusion. In this final section,
consideration of alternative interpretations
and/or reflections on further research
innovations may be included.
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Garrett, P. and Young, R. (2009) Theorizing affect in foreign language learning: An analysis of
one learners responses to a communicative-based Portuguese course. The Modern Language
Journal 93:209-226. https://readings.bbk.ac.uk/readings/G/Garrett&Young2009.pdf
Rob, A. Martinsen, R.A., Baker, W., Bown, .J and Johnson, C. (2011) The Benefits of Living in
Foreign Language Housing: The Effect of Language Use and Second-Language Type on Oral
Proficiency Gains. The Modern Language Journal 95, 2, 274290.https://readings.bbk.ac.uk/readings/M/Martinsen2011.pdf
Shin, S.J. and Milroy, L. (2000) Conversational codeswitching among Korean-English bilingual
children. International Journal of Bilingualism, 4, 3, 351-383.
Otheguy, R. and Stern, N. (2011) On so-called Spanglish. International Journal of
Bilingualism 15, 85-100.
Breeze, R. (2012) Legitimation in corporate discourse: Oil corporations after DeepwaterHorizon. Discourse & Society 23,1, 3-18.
Bassiouney, R. (2012) Politicizing identity: Code choice and stance-taking during the Egyptian
revolution. Discourse & Society 23, 107-126.
Fehringer, C. (2012) The lexical representation of compound words in English: evidence
from aphasia. Language Sciences 34, 1, 65-75.
Ibrahim, R. (2011) Literacy problems in Arabic: Sensitivity to diglossia in tasks involvingworking memory. Journal of Neurolinguistics 24, 5, 571-582.
Catenaccio, P. et al. (2011) Discursive Perspectives on News Production. Journal of
Pragmatics 43, 7 1841-2094.
Carris, L. M. (2011) La Voz Gringa: Latino stylisation of linguistic (inauthenticity as social
critique. Discourse and Society 22, 4, 474-490.
http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/13670069000040030401http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/13670069000040030401http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/1367006910379298http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431511http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431511http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431514http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431514http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.langsci.2011.06.001http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.langsci.2011.06.001http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.pragma.2010.09.022http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926510395835http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926510395835http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926510395835http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926510395835http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.pragma.2010.09.022http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.jneuroling.2010.10.003http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.langsci.2011.06.001http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.langsci.2011.06.001http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.langsci.2011.06.001http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1016/j.langsci.2011.06.001http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431514http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431514http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431514http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431514http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431511http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/0957926511431511http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/1367006910379298http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/1367006910379298http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/1367006910379298http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/13670069000040030401http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/13670069000040030401http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/13670069000040030401http://ezproxy.lib.bbk.ac.uk/login?url=http://dx.doi.org/10.1177/136700690000400304017/29/2019 Hypothesis Generating and Hypothesis Testing Nov 20 2012
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Qualitative vs Quantitative
Qualitative evidence addresses
questions about how something is
Quantitative evidence describes howmuch/how many
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Qualitative vs Quantitative
Qualitative research is
hypothesis generating
Quantitative research is
hypothesis testing
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Qualitative Approach
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Quantitative Approach
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Questions
Research Question:
The question the research itself is trying to
answer
Methodological Question:
The questions asked in order to identify the
best way to gather evidence to provide theanswer to the research question
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What are Hypotheses?
A predicted answer to a research question
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Questions and Hypotheses
Qualitative research is typically theory
building and hypothesis generating.
The research focus is refined over the
course of the data collection.
The analysis of qualitative data results in
the generation of new hypotheses, models
and theories.
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Questions and Hypotheses
Theory and the results of previous
qualitative or quantitative research may be
the starting point for generating specific
hypotheses.
Quantitative approaches test these
hypotheses.
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Research Goals and Results
When there is a question but not a
hypothesis there is no clear expectation of
particular results but rather a researchobjective and goal.
This is typically pursued with qualitative
methods. The outcome is a new description.
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Research Goals and Results
When a prediction exists before the research is
started there is an a priorihypothesis of
expected results.
This is typically pursued with quantitativemethods.
The outcome of prediction testing is evidence of
a causal relationship between two or more
variables.
Testing the hypothesis indirectly tests the theory.
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The role of theory
Preconceived ideas
Basic assumptions
Implicit perspectives
--Rarely explicitly stated
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Commons Sense
Intuitively obvious
Summarizes experience
Simple
**BUT ALSO
Rarely focused on a problem
Oversimplifies
Vague or unmeasurable
Predictions may cover allpossible outcomes
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Scientific Theories
Internally logical
Avoid contradiction
Consistent with existing facts
Provides framework fororganizing new facts
Testable
May lead to counter-intuitiveor novel predictions
Parsimoniousi.e., simple is
best
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Bad Theories
Unclearly defined foundational terms
Concepts that are non-objective
Too vague, leading to no predictions ormultiple predictions for a given outcome
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Scientific Understanding
Observation Classification
Description Model
Explanation
Theory
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What makes a good model?
The function of a model is to mediate
between theory and data.
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DOMAIN ASSUMPTIONS
THEORY
MODEL
DATA
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Types of Models
1. The model is Wrong
That is, one that does not fit
the data.
It is very useful to identify this
through the gathering ofresearch evidence.
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Types of Models
2. The model is BAD
That is, one that does not fit either the
theory or the data.
This can be determined through logical
argument and a systematic review of
existing data to show that the model is ill-
formed.
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Types of Models
3. TRIVIAL
That is, one that fits any data.
This shows that the model is too powerful
and can not be falsified.
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Types of Models
4. MISCHARACTERISED
That is, a model that fits another theory as
well as the one intended.
This means pursuing evidence in support of
this model will not help theory building.
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Types of Models
5. MISLEADING
That is, one that does not fit the domain
assumptions so that it appears to work but
for the wrong reasons.
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The best way to unmask bad or trivial
models is by using data and prediction
techniques rigorously.
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Scientific knowledge developsthrough the testing of hypotheses withthe potential to disprove theories.
For the philosophical foundations of this point and the work of KarlPopper and Thomas Kuhn see: Lakotos, I and Musgrave, A. 1970.Criticism and the growth of knowledge. Cambridge University Press.
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A particular model or theory is often
implicit in the choice of a particular
research topic.
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Consider one of these Research Questions and decidethe Theoretical Framework and MethodologicalApproach which might be used to address it:
Which materials are effective in language learning?
Does second language learning involve the samepsycholinguistic processes as first language learning?
Are there significant differences in the ways in which
people communicate with the same or opposite gender? Do people from the same ethnic or linguistic background
share the same cultural preferences and values?
How are power relationships in the multilingual
workplace marked? Are managers trained in the language and culture of their
clients able to transact business more effectively?
How do bilingual parents help their children acquirelanguage?