Hall, Chapters 7-10

chapter seven touches on some interesting points. Section 2 defines the types of data in terms of qualitative vs quantitative. I would assume that most collected data is represented in quantitative terms, like number of occurrences a particular phrase/word has within texts. I like how Hall points out (pg 133) that building analysis on a frequency basis (quantitative) offers less counter claims that the chosen examples are used to illustrate claims that represent the researcher's personal gains. This is why I prefer quantitative data. Sometimes, I feel that research data is swayed to support the claim, even if it doesn't.

Hall also points out that quantitative data doesn't reveal meanings behind patterns in speech, saying, "without some form of qualitative evaluation of the data, the numbers remain meaningless." I agree with this to an extent, but I bring up my previous argument. How are we sure that the data hasn't been swayed to reflect biased opinions?

Which brings me to the following section on research ethics. It was nice to see attention paid to ethical standards associated with research. Hopefully, the guidelines are followed so data isn't used in ways that may alter the outcome. There is one aspect of ethical behavior towards patients that I thought was left out. Researchers have the responsibility to their participants to ensure that the data isn't used in a way that violates the participants beliefs or identity. The participants should be aware of the uses their data will have.

Chapter eight was interesting, in that the discourse analysis section is relevant to another class. A good point (pg 151-152) is that "telling a story about one's life affords the individual the chance to foreground what they consider significant... their representations of themselves provide narrators with examples of how the self wants to be." It's important to let individuals express themselves within their own comforts. It will allow learning to become easier by making it a self exploration type thing... (bad word choice). I mean, that if you let students reflect on their past experiences, it'll help cultivate better future ones. Discourse analysis is a great way of doing this. I would assume that it would open up all sorts of boundaries and help ease understanding and knowledge.

Chapter nine was pretty self explanatory. Although the graphic was a nice touch.

Chapter ten allowed for some things to be better defined. In particular, the use of individual experiences as a research context. This helps shift focus to the ways individuals construct and place their social identities and roles with relation to ascribed or socialized placed positions. It offers a chance to look into the feelings and emotions associated with language learning. I think a lot can be learned from listening to an individual's experience. It can help determine what methods are working and what needs altered.

Just some thoughts on the readings. Hope everyone had a great break.