Research in Second Language Education
Full time Master of Philosophy (MPhil)
Part time Master in Education (MEd) - with restrictions*
This course is primarily aimed at applicants with an interest and background in foreign or second language in the UK and abroad. Applicants normally have BA degrees in a foreign language (including English), literature, or in language education, and an interest in some aspect of applied linguistics.
The aims of the route are:
- to examine key theoretical perspectives which have influenced recent research in second language education and to relate these to the wider context of educational research;
- to analyse and develop effective methodologies in conducting empirical research in school-related second language teaching and learning;
- to develop critical skills with respect to the literature on research in second language teaching and learning, focusing mainly on core readings which provide instructive examples of empirical research;
- to investigate the language education issues in an international and intercultural context.
The course focuses on two broad themes which provide the structural link to sessions that are grouped in two modules. All students will be required to complete both modules.
In the sessions grouped under the theme of the social context we examine theoretical and methodological issues related to the application of sociocultural theory to research in second language education. We also examine sociolinguistic approaches to second language learning and consider the theme of variation in relation to, among others, language use, identity and attitude. Other sub-themes examined in this field include: bilingual education, L2 motivation, language learner discourse, culture and second language education.
In sessions under the theme of the pedagogical context we analyse the concept of L2 pedagogy and review key pedagogical approaches that have been dominant in recent years including CLT, task-based instruction, content-based language learning and processing instruction. Other sub-themes in this section include: the teaching of receptive and productive skills, ICT and L2 learning, cognitive perspectives of language learning, media genres and L2 pedagogy.
The course as a whole has a dual focus: an examination of key theoretical approaches that have framed research in the two areas of second language education indicated above, and an induction into the methodology of conducting empirical research in this field. Most sessions will include critical examination of an illustrative empirical study (or studies) which will be required pre-session reading. The course also provides hands-on sessions on issues of critical importance for educational research such as transcription conventions, the linguistic aspects of questionnaires and surveys as well as the ethical issues such as language choice and code-switching in the conduct of research in bilingual contexts.
The course culminates in the completion of an original empirical study by each student which serves as the main focus of the dissertation submitted in July. This work is expected to draw on a range of relevant theoretical and methodological topics discussed in the first two terms.
The route adopts a broad definition of the term 'second language education' and will consider issues relating to the teaching of modern languages (i.e. French, German and Spanish etc. in English schools) as well as issues relating to the English education of pupils who speak a different language.
A key feature of the route is the development of a rigorous analytical framework for comparative, cultural analysis of second language education matters. Where appropriate, issues will be discussed from an international perspective.
As a common thread running throughout the course, students will be given individual supervision and group-based support in designing a small-scale empirical project of their own on a selected topic. The latter work, which will either entail original research conducted in one or more schools or draw systematically on existing empirical data from the literature, will constitute the main focus of a thesis submitted at the end of the third term. It will consist of a critical study of a selected second language education issue and draw on a comparative analysis of at least two different cultural contexts.
Preparation prior to the start of the course
The most important way to prepare for the start of the course, once you have received an offer of a place on the course, is to engage in some preliminary reading and thinking about different aspects of second language education. The readings suggested in the next section are not compulsory but can help you to focus on some of the topics which will be investigated on the course. You should also try to inform yourself a little about current issues related to language teaching in an international context by looking out for relevant news in the press or internet.
Some students will want to return briefly to their country of origin in order to carry out their research project for the course. Normally data collection takes place at the end of the lent term. If that is the case then it would be useful to make preliminary contact with teachers to allow you to do some qualitative or quantitative study involving their students. Clearly you cannot make any detailed plans now, as the project will need to be discussed in depth with your supervisor during the first term of the course. You should also bear in mind that the Faculty does not have the funds to support travel and other expenses of your work, although a small amount to cover some fieldwork expenses may be available. You may also be able to apply to your college for some support.
Key readings prior to the start of the course
All students who are accepted on the course are provided with a reader at the start of the academic year. This includes compulsory pre-session readings as well as post-session readings on all topics covered in the taught course.
However the following texts could be usefully read prior to the start of the course by way of an introduction to some of the main theoretical and conceptual discussions in the discipline.
Rosamund Mitchell and Florence Myles (2004) Second Language Learning Theories. London: Arnold
Lourdes Ortega (2005) 'Methodology, Epistemology, and Ethics in Instructed SLA Research: An Introduction' Modern Language Journal 8/3, 315-488.
You could also usefully look at articles in the following journals:
Language Learning and Technology
International Journal of Applied Linguistics
Research Methods Strand
All Masters students on this route are required to attend generic research methods sessions, taught across thematic routes. Methods sessions are essential for a research-based Masters degree and constitute about one-third of the whole programme. Through this strand students will develop their understanding of different research strategies, foster skills in appraising and synthesising published research studies and acquire the understanding and skills necessary for designing, conducting, analysing, interpreting and reporting a small-scale research study for thesis presentation.
The research strand covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature in many specialist areas and in education more generally. It offers opportunities and encouragement to apply the knowledge gained to your thematic area, and vice versa. Details of the MPhil and MEd Research Methods courses are provided in separate handbooks.
Perspectives on Education Strand
In addition to the core elements of this strand, all Research in Second Language Education students will attend the elective on International Perspectives of Second Language Education Policy Making.
Application process and Fees
For more information on the application process, fees and entry requirements please see the MPhil pages if you are interested in full-time study or the MEd pages if you are interested in part-time study.
Route Coordinators:
Michael Evans and Yongcan Liu