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- Title
Validity and Reliability in Qualitative Research on Second Language Acquisition and Teaching.
- Authors
Johnson, Donna M.; Saville-Troike, Muriel
- Abstract
The article presents views of the authors the role of validity and reliability in qualitative research on second language acquisition and teaching (SLAT). They refer to a paper by E. Eisner and A. Peshkin which suggests that being bimethodological or multimethodological is a mark of scholarly sophistication. This idea is beneficial for SLAT students who need to know about methods and standards of inquiry in linguistics, education, the humanities, anthropology, psychology, sociology, and so on. In quantitative research, a test or measure can be considered valid if it measures what it is intended to measure. Quantitative researchers aim to achieve high levels of validity of various types, including content, face, concurrent, and predictive validity; construct validity, of central importance to qualitative researchers, is often assumed rather than tested. A special feature of qualitative research is that it does not have a precise equivalent to the notions of validity in quantitative measurement and experimental research. In this kind of research, judgments of validity primarily focus on following issues: the interpretation of findings: the extent to which such interpretations adequately account for observations in relation to relevant contextual factors; minimizing potential researcher bias; and providing explanatory coherence within a larger theoretical frame.
- Subjects
SECOND language acquisition; TEACHING; STUDENTS; LINGUISTICS; ANTHROPOLOGY; EDUCATION; LANGUAGE acquisition; FOREIGN language education; METHODOLOGY
- Publication
TESOL Quarterly, 1992, Vol 26, Issue 3, p602
- ISSN
0039-8322
- Publication type
Article
- DOI
10.2307/3587189