Chapter 3 Methodology
3.2 Selection of the Participants
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collection (classroom observations triangulated with field notes and student/teacher interviews) (for methodological triangulation, see Denzin & Lincoln, 2005; Freeman, 1998; Walcott, 1990) and hopefully to achieve catalytic validity, i.e. to facilitate student and teacher reflections that could be beneficial to future classroom practices (e.g., Li, 2007), a common research goal of doing teacher-research or classroom inquiry (Freeman, 1998). Simply put, not only could the investigator gain a better understanding of L2 pragmatics teaching and learning, but the observed teacher and participants (i.e. the students) could benefit from the study under investigation (i.e.
mutually beneficial).
The metaphor of a white elephant and blind men could illustrate the reasons for multiple sources of data collection. First, since either interview or classroom
observation (the instrument typifies the blind man) alone cannot precisely explain the whole picture of the elephant (the elephant typifies L2 pragmatics instruction), the study attempted to yield a substantial amount of information regarding what and how L2 pragmatics instruction was implemented through multiple data collection methods, in line with the spirit of qualitative research to meet the criteria of methodological triangulation (Freeman, 1998; Merriam, 2009; Nunan, 1992). Second, qualitative case studies conducted in various contexts could better provide different research
perspectives and methodologies for theory generation (Li, 2007). Third, another important advantage of case studies not thoroughly investigated previously is their potential for exploring the students’ own perspectives. Process-oriented case studies appear to be an optimal tool for understanding the observed teacher’s and students’
acquisition of L2 pragmatics.
3.2 Selection of the Participants
The selecting strategy was based on a number of measures. First, through online
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course syllabus in university websites in Northern Taiwan, the investigator looked for certified candidates who implemented CLT-based instruction in the university. Second, the observed participants need to acquire TESOL background training and expertise at least with a Master’s degree. Third, he/she believes in the core principles in
communicative approach (see Brown, 2007) or closely related concepts such as learner-centered, or task-based language teaching (TBLT) to develop students’
communicative competence.
One public university in Northern Taiwan was chosen based on its reputation in English-mediated environments and the recognition of internationalization. The college English education guidelines also implemented CLT-based instruction and wished to develop learners’ appropriate language skills. At first, the investigator sent email requests to the qualified research participants to obtain their permission to observe them in the classroom. However, after the investigator substantiated the main purpose of the study and its research methods (i.e. classroom observations and
interviews), the teachers refused to enroll in this study due to (1) their concerns of being observed and evaluated and (2) worries about the investigator’s interruption of their original teaching schedules. In fact, it is due to the time-consuming nature of doing process-oriented research that the high rejection rate was expected (Richards, 2009). Fortunately, one willing teacher, Yuan-Yuan (a pseudonym) lent her support to participate in the study and the investigator reached a consensus that both students’
and the observed teacher’s confidentiality shall be protected (Paltridge & Starfield, 2008). The letter of confidentiality (see Appendixes A and B) was signed by both the observed teacher and students to protect their privacy (Freeman, 1998). The
transcribed and recorded data obtained in the study are kept in the investigator’s computer only for research purposes.
To confirm the belief of the observed teacher implementing CLT-based
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instruction, the investigator went to the intended observed class (i.e. research site) and conducted one pilot study at the end of December, 2010. The main purpose was to ensure that the teacher satisfied the set criteria of the study. After observing and examining the course syllabus and the required textbook, Hemisphere 4 (Renn &
Iannuzzi, 2008), the investigator was able to know how and what the observed teacher taught in her class. According to the investigator’s field note, the observed teacher acted as a facilitator who helped students (1) verbalize freely by engaging students in various graded conversational activities and (2) facilitate student-student interaction in English to develop their communicative fluency. Reading and writing instruction centered on meaning and comprehension with a central focus on reading strategy training, such as pre-reading, reading and post-reading strategies. As for writing, the teacher would teach students how to write summary reports of textbook articles with minor instruction on students’ grammatical errors. Last, Yuan-Yuan implemented her teaching of sociolinguistic competence, both verbally and nonverbally. Take
nonverbal cues for example, intonation was taught to highlight speakers’ attitudes and intentions (for the six principles in communicative competence, see Brown, 2007, p.80).
In addition, the course syllabus indicated that the objective of the course was to develop students’ communicative competence (see Canale & Swain, 1980). After a thorough understanding of the educational background of the observed teacher with both an MA-TESOL degree in the US and a Ph.D. TESOL degree in Taiwan, it was assumed that the observed teacher knew what communicative competence meant and she appeared to be an ideal candidate in this regard. Apart from her TESOL-related credentials (i.e. her extensive teaching experience in formal and informal educational institutions), her kind support and willingness to participate in this study were highly valued due to limited willing participants.
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