Qualitative challenges in foreign language teaching, i.e. about qualitative methods in empirical research

elective courses

The aim of the course is to prepare students to conduct qualitative empirical research in foreign language teaching. During the course, students will understand the specific challenges associated with conducting this type of research (e.g. criteria for data analysis, principles of research reliability, interpenetration of objective and subjective dimensions, recognition of resistance signals from respondents) and learn about selected research methods and techniques of a qualitative nature. (e.g. interview, self-narration).

1. Auto-narration - sources and contexts of the use of self-narrative in the humanities, goals of self-narration, traps in the use of self-narrative, techniques of self-narrative analysis, the problem of overlapping facts and their interpretation

2. Observation - the possibility of using observation as a research method, everyday observation and scientific observation, types of observation, difficulties related to observation (e.g. subjectivity / subjectivism - "I see what I want to see")

3. Research based on cognitive introspection: assisting in verbalizing insight into one's own cognitive activities (didactic dialogue, thinking aloud), what questions / reactions deepen introspection, observation of cognitive activities and the type of starting task

4. From a conversation to an interview method - constructing a good interview guide, "extracting" interesting data from the interlocutor, analyzing and interpreting data obtained from the interview.

5. "The stigma of subjectivism" - how to talk about the accuracy and reliability of qualitative research? What tools should a researcher use in qualitative research?

6. Educational discourse analysis - approaches to studying didactic interactions, defining the research problem, rules for recording lessons and their transcription, categories of analysis, formulating conclusions.

7. Written reflection on learning and professional development (on the example of philology students and future teachers) as a research subject - areas of application, data corpus categorization and coding processes, advantages and limitations of qualitative analysis.

8. Techniques to explore representations of complex concepts and ideas - the use of conceptual metaphor and mind maps as a research tool.

Albarello L. (2012). Apprendre à chercher. Bruxelles : De Boeck.

Flick U. (2010). Projektowanie badania jakościowego. Warszawa: Wydawnictwo Naukowe PWN.

Garanderie de la A. (1984), Le dialogue pédagogique avec l’élève, Paris: Le Centurion.

Rubacha K. (2008). Metodologia badań nad edukacją. Warszawa: Wydawnictwa Akademickie i Profesjonalne.

Silverman D. (2012). Interpretacja danych jakościowych. Warszawa: Wydawnictwa Akademickie i Profesjonalne.

Smuk M. (2017). Pisemna autonarracja w badaniu różnic indywidualnych w glottodydaktyce [w:] Biedroń A. (red.). Neofilolog 48/1. Różnice indywidualne w uczeniu się i nauczaniu języków obcych: uczeń, Poznań – Słupsk, 41-54.

Sujecka-Zając J. (2016). Kompetentny uczeń na lekcji języka obcego. Wyzwania dla glottodydaktyki mediacyjnej, Lublin: Werset.

Szymankiewicz K. (2013). „Między teorią a praktyką – przejawy teorii osobistych w refleksji przyszłych nauczycieli języka obcego podczas praktyk pedagogicznych” [w:] Neofilolog, nr 40/2, s. 265-277.

Wilczyńska W., Michońska-Stadnik A. (2010). Metodologia badań w glottodydaktyce. Kraków: Avalon.

Learning outcomes

After completing the course, the student:

Knowledge: knows and understands

P8S_WG.1 to the extent enabling the revision of the existing paradigms - global achievements, including theoretical foundations and general issues and selected specific issues - appropriate for a given scientific or artistic discipline

P8S_WG.2 the main development trends of the scientific or artistic disciplines in which education takes place

P8S_WG.3 research methodology:

• will be aware of the importance and value of qualitative research in language teaching,

• will understand the challenges and difficulties associated with conducting qualitative research in foreign language teaching,

• will learn about selected qualitative research methods and tools that are used in foreign language teaching (e.g. didactic dialogue, self-narration, observation, analysis of written reflection, analysis of educational discourse),

Skills: can

P8S_UW.1 use knowledge from various fields of science or art to creatively identify, formulate and innovatively solve complex problems or perform research tasks, in particular:

- define the aim and subject of research, formulate a research hypothesis,

- develop research methods, techniques and tools and use them creatively,

- choose methods and tools adequate in a given research context (research objectives, research problems, objective research possibilities, etc.),

- critically analyzes the collected data, is able to identify the most sensitive aspects

the conducted research and adapt your interpretation of the results to them,

- propose adequate corrective actions in qualitative research;

- make conclusions on the basis of the results of scientific research.

P8S_UK.1 communicate on specialist topics to a degree that enables active participation in the international scientific community

P8S_UK.4 participate in the scientific discourse

Social Competence: is ready to

P8S_KK.3 recognizing the importance of knowledge in solving cognitive and practical problems

P8S_KR.1 maintaining and developing the ethos of research and creative communities, including:

- conducting scientific activities in an independent manner,

- respecting the principle of public ownership of the results of scientific activity, taking into account the principles of intellectual property protection

The condition for completing the course is active participation in classes and the implementation of tasks provided for in the classes (e.g. critical analysis of methodological paths in the texts read, practical use of qualitative tools), regular attendance (two absences are allowed). If there is a need for a make-up pass, the form and scope of the pass are to be agreed with the teacher.