Chapter 1: Nature of Research

CHAPTER 1: NATURE OF RESEARCH

Learning Outcomes:

At the end of the chapter, students should be able to:

1. describe the nature of research;

2. distinguish scientific research and common sense;
3. identify and distinguish the different sources of knowledge; and
4. differentiate the three kinds of research: basic or theoretical, applied and
practical

Total Learning Time: Week 1 (2 hours)

MEANING OF RESEARCH

Research was originally derived from the French word, cerchier, which simply means “search or
seek.” The prefix re- which means “again” signifies the possibility of seeking the truth again on certain
aspects of a problem which was studied before from a different and distinct point of view; hence, the word
research was conceptualized (Bernardez, 2011).

Research in common parlance refers to a search for knowledge. One can also define research as a
scientific and systematic search for pertinent information on a specific topic. In fact, research is an art of
scientific investigation. The Advanced Learner’s Dictionary of Current English lays down the meaning of
research as “a careful investigation or inquiry especially through search for new facts in any branch of
knowledge.” Redman and Mory define research as a “systematized effort to gain new knowledge.” Some
people consider research as a movement, a movement from the known to the unknown. It is actually a
voyage of discovery. We all possess the vital instinct of inquisitiveness for, when the unknown confronts
us, we wonder and our inquisitiveness makes us probe and attain full and fuller understanding of the
unknown. This inquisitiveness is the mother of all knowledge and the method, which man employs for
obtaining the knowledge of whatever the unknown, can be termed as research.

As Seliger and Shohamy (1989) said, research is “the formalization of natural processes we all carry
from birth in dealing with the environment.” It begins with curiosity about a certain phenomenon and it
attempts to seek the truth or facts about the relationships of the variables that influence the observed
phenomenon. It aims to “describe, identify, control relationships among phenomena” to test existing
principles and develop a theory.

Research involves scientific process. It requires systematic procedure in investigating observable

phenomenon. The researcher studies the data objectively and examines critically the findings of his/her
own investigation against those conducted by others, after which he/she identifies the weaknesses and
strengths of his/her own study.

Principles and conclusions are not simply based on common sense - which may tend to be incorrect-
but based on a carefully well-planned systematic inquiry. Although Kerlinger (1972) stated that common

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Chapter 1: Nature of Research
sense and science are similar for the latter is “a systematic extension of common sense,” they still differ in
many respects. Selltiz et al. (1976), as mentioned by Catane (2000), cited that common sense beliefs are
not subjected to established principles and to a systematic inquiry; on the other hand, science involves a
thorough and objective study of observable events based on tested theoretical framework.

For several years, many believed that children acquire and learn their first language by imitating the
words and phrases they hear from their parents and other speakers, as suggested by common sense until
language experts who were not just content on describing “learner language" also sought to explain how
a child acquires and learns a language. They raised questions such as: “How do external and internal
factors, such as social context/situation, attitudes, motivation, and learning opportunities, learning styles
and strategies account for the child's or learner's first and second language acquisition and learning? How
do mental processes translate the learner's existing knowledge of the universal properties of language in
coping with communication difficulties?” What differences are there in the way in which individual
learners acquire a language? What effects does instruction have on second language acquisition/learning?
All these questions caused experts to find answers to these queries by conducting scientific research. Thus,
the final objective of research is to arrive at' some principles that people have not yet known before the
investigation began.

Common sense, as pointed out by Seliger and Shohamy, is just an initial step to testing a theory in a
“systematic, controlled, empirical and critical investigation of a hypothesis based on existing theories
relating to the problem” (Kerlinger, 1972).

It can be said then that research follows certain steps which begin with the identification of the
problem, formulating hypothesis based on existing theories and principles, data gathering, and integration
of the findings and conclusions into the stream of knowledge.

However, research concerns obtaining knowledge which may come from four different types of
sources (Seliger and Shohamy, 1989).

Type 1: Knowledge as belief: Conclusions are not based on empirical investigation, but on common
sense; they should be considered as bases for forming hypotheses rather than established knowledge about
second language acquisition and learning.

Type 2: Knowledge as authority: Certain conclusions become acceptable since they come from a
source whose views on a phenomenon in his/her field of research are regarded as educated judgment,
thereby gaining popularity. Some methods that were accepted and became popular on the basis of authority
were the Silent Way, Suggestopedia, and Community Language Learning.

Type 3: A priori knowledge: It resembles beliefs, but this type is usually based on previous systematic
investigation, as in the theory of language acquisition that 'to make input comprehensible to learners and
to lead ultimately to successful classroom acquisition' modified interaction is important (Doughty and
Pica1986). In second language research, theories begin with a priori knowledge.

Type 4: Empirical knowledge: Knowledge is a result of empirical study which goes through the
process of observation and experiment. The researcher interacts with the real world, observes the
phenomenon, before he draws conclusions. Theories are tested carefully and proven by other researchers
who are actually involved in language research by which they gather and validate data collected.

Thus, language research brings us in contact with different sources of knowledge: belief, authority, a
priori theories, and empirical evidence.

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Chapter 1: Nature of Research
KINDS OF RESEARCH

Research can be categorized as basic or theoretical, applied, and practical. Although each kind may
be carried out separately and independently, their relationship is not unidirectional. However, the division
is useful since language research covers various topics and questions, from generating theories and models
to explain phenomena on language acquisition and learning, to the actual practical application of these
theories and applied findings in language teaching and learning methods, approaches, and techniques.

Selinger and Shohamy illustrate how these three kinds of research are interrelated. A linguist (A) views
that 'different languages, share universal features' and he/she is interested in finding out in terms of rules
necessary to form relative clause sentences. these languages have in common. Hence, he/she investigates
various languages and determines the degree of similarities in sentence formulation, then he/she abstracts
principles to describe the rules in forming sentence for any language used.

This theory generated by linguist (A) will be tested by another linguist, (B) to find out the validity of
the principles abstracted by the linguist (A). However, although linguist (B) replicates and applies the
principles, he/she will further investigate other aspects of the theory developed by linguist to test the
internal consistency of the aspects under study.

Finally, another researcher (C) who is directly involved in language teaching would want to find out
how useful the theory is in materials production; as such, researcher (C) consults linguist A's and linguist
B's theories and findings and draws insights based on actual classroom application of these findings, after
which he/she draws conclusions and insights on the strengths and weaknesses of the principles founded
by the previous researchers.

The above illustration shows the interaction of the three kinds of research. Linguist A was concerned
with basic or theoretical research and in generating theory. Linguist B focused on an independent theory
of relative clauses and applying linguist A's conclusions to a specific problem situation. On the other hand,
researcher C dealt with the practical aspects of relative clauses for the production of instructional
materials.

To sum up, the kinds of research may be classified according to its purpose and the degree to which
the findings may be utilized. Basic research also known as 'pure' research is directed towards the
development of a scientific knowledge rather than its practical application. Applied research considered
as an action research is directed towards practical application of the scientific knowledge. It attempts to
explain certain problems brought about by certain phenomenon; it may modify, improve an existing
theory, or develop a new theory. Practical research is directed towards materials development gained
from practical knowledge or experience.

MOTIVATION IN RESEARCH

What makes people to undertake research? This is a question of fundamental importance. The possible
motives for doing research may be either one or more of the following:

1. Desire to get a research degree along with its consequential benefits;

2. Desire to face the challenge in solving the unsolved problems, i.e., concern over practical problems
initiates research;
3. Desire to get intellectual joy of doing some creative work;
4. Desire to be of service to society; and

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Chapter 1: Nature of Research
5. Desire to get respectability.

However, this is not an exhaustive list of factors motivating people to undertake research studies.
Many more factors such as directives of government, employment conditions, curiosity about new things,
desire to understand causal relationships, social thinking and awakening, and the like may as well motivate
(or at times compel) people to perform research operations.

RESEARCH APPROACHES

There are two basic approaches to research, quantitative approach and the qualitative approach. The
former involves the generation of data in quantitative form which can be subjected to rigorous quantitative
analysis in a formal and rigid fashion. Qualitative approach to research is concerned with subjective
assessment of attitudes, opinions and behaviour. Research in such a situation is a function of researcher’s
insights and impressions. Such an approach to research generates results either in non-quantitative form
or in the form which are not subjected to rigorous quantitative analysis. Generally, the techniques of focus
group interviews, projective techniques and depth interviews are used.

CRITERIA OF GOOD RESEARCH

Whatever may be the types of research works and studies, one thing that is important is that they all
meet on the common ground of scientific method employed by them. One expects scientific research to
satisfy the following criteria:

1. The purpose of the research should be clearly defined and common concepts be used.
2. The research procedure used should be described in sufficient detail to permit another researcher to
repeat the research for further advancement, keeping the continuity of what has already been
attained.
3. The procedural design of the research should be carefully planned to yield results that are as
objective as possible.
4. The researcher should report with complete frankness, flaws in procedural design and estimate their
effects upon the findings.
5. The analysis of data should be sufficiently adequate to reveal its significance and the methods of
analysis used should be appropriate. The validity and reliability of the data should be checked
carefully.
6. Conclusions should be confined to those justified by the data of the research and limited to those
for which the data provide an adequate basis.
7. Greater confidence in research is warranted if the researcher is experienced, has a good reputation
in research and is a person of integrity.

In other words, we can state the qualities of a good research as under:

1. Good research is systematic: It means that research is structured with specified steps to be taken
in a specified sequence in accordance with the well-defined set of rules. Systematic characteristic
of the research does not rule out creative thinking but it certainly does reject the use of guessing
and intuition in arriving at conclusions.

2. Good research is logical: This implies that research is guided by the rules of logical reasoning and
the logical process of induction and deduction are of great value in carrying out research. Induction

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Chapter 1: Nature of Research
is the process of reasoning from a part to the whole whereas deduction is the process of reasoning
from some premise to a conclusion which follows from that very premise. In fact, logical reasoning
makes research more meaningful in the context of decision making.

3. Good research is empirical: It implies that research is related basically to one or more aspects of
a real situation and deals with concrete data that provides a basis for external validity to research
results.

4. Good research is replicable: This characteristic allows research results to be verified by replicating
the study and thereby building a sound basis for decisions.

References:

Posecion, O. T., Go, M. B. & Albano, H. P. (2011). Language research: Principles and application.
Quezon City, Philippines: Lorimar Publishing, Inc.

Bernardez, E.B. (2011). Methodology of research and thesis writing. Malabon City, Philippines:
Jimczyville Publications

David, F.P. (2002). Understanding and doing Research: A handbook for beginners. Iloilo City: Central
Philippine University-Social Science Research Institute

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Chapter 1: Nature of Research

EXERCISES

Name: _________________________________ Course & Year: ________________ Score: _______

Test I. Answer the following.

1. How does common sense differ from research?

2. Distinguish between quantitative and qualitative approach.

Language Research 1: Methodology / F. S. Delgado