Table de matières
In this chapter, the methodology adopted for the study is discussed. It is a descriptive method of research that was adopted through survey questionnaires for data collection. Details of the method and the motivation of its use in the study are also discussed. The chapter includes the following points: introduction, research methodology, population and sample, research design, research or survey instruments/tools used, the administration of the instrument and ethical considerations.
Sociolinguists agree that the field is both theoretical and empirical: Ell’s (1985:290) states that “there is no consensus about the overall direction that SLA research should follow”. Seliger and Shohamy (1989:23) fully agree with Ellis as they state that there is no preferred research approach for the study of all second language acquisition phenomena’. They go on to say that research methodologies may be determined by such factors as the philosophy of the researcher, the theory motivating the research and objective factors such as the conditions under which the research is being conducted and the question being investigated (ibid).
And, Lightbown (1984) in Ellis (1986:290) argues that “there is a place for both hypothesis-testing and hypothesis-generating research and, we would add, for research that attempts both.
According to Seliger and Shohamy(1989:88) there are various research methods and objectives that research might have, some of these are experimental, qualitative, descriptive and heuristic or deductive objectives. Not all the methods mentioned were used in the study.
Briefly, in a research with a heuristic objective or in a hypothesis-generating with the research with the researcher observes and records some aspects contexts of a second language.
There may be no theories or models to guide the researcher (seliger and Shohamy, 1989:29). This heuristic or hypothesis-generating was not its objective, just as experimental, a research methodology that is concerned with studying the effects of specified and controlled treatments to subjects usually formed into groups (1989:136).
Three main methodologies and objectives used in the study were deductive, descriptive and qualitative. The deductive objective or hypothesis-testing research, as observed by Seliger and Shohamy (1989:30) begins with a preconceived notion or expectation about the second language phenomena to be investigated.
The study was deductive in nature as a hypothesis was being tested and not being formulated. In Gardner’s (1978:15) it was more concerned with treating and preventing social problems than formulating theories and law sand that it might find out what was wrong and if necessary to arouse public opinion with a view to reaching a solution.
The quantitative methods, as Seliger and Shohamy 1989:118 observe, attempt to prevent the data from the perspective of the subjects or observed groups, so that the cultural and intellectual biases of the researcher do not distort the collection, interpretation, or presentation of the data. They go on to say that the participant in an activity such as acquiring another language (119). In the study, the quantitative methodology was employed in that the researcher’s biases did not distort the collection, interpretation or presentation of the data. The researcher merely described what was occurring in the selected secondary schools in Fizi territory with regard to motivation and interest.
Descriptive research methods, according to Seliger and Shohamy (1989:125-126) differ from qualitative in that they are often deductive rather than heuristic, and begin with preconceived hypotheses observed. They say that a descriptive research is used to establish the existence of phenomena by explicitly describing them and that data collection can use tests, survey and questionnaires, self-reports and interviews and observations. In the study, the descriptive research methodology was used with, a deductive objective in gathering the opinions of learners and educators about the motivation and interest of the girls studying in Fizi territory schools towards their learning of English as an additional language. The descriptive method was adopted because the researcher began with a preconceived hypothesis, notion or expectation that there seemed to be a lack of motivation and interest in learning the English language among the Fizi territory girls, subjects of the research. The researcher also attended some of English classes in Fizi territory and found how pupils especially girls were busy applying make-up, chatting with friends, rapping in class and falling asleep.
Furthermore, Seliger and Shohamy (1989:122) say that data are collected from different sources using different means such as observation, tapes, questionnaires, interest, interviews, documentation, etc.
In this particular research, local, overseas libraries were used together with the internet. Not all methods (techniques) mentioned were used in the collection of data in the study like tapes, as there were no audio or video recordings done, as discussed in detail in section 3.4 below, data were collected from learners and teachers using mainly questionnaires and oral interviews for clarification.
A research population has been defined as a large group, which we wish to learn about (Bors and Gall, 1983:238). Frankfort-nachmias, D. (1992:70) further clarify that a population depends on the research problem.
The research data were collected from Fizi territory girls studying in some Fizi secondary schools. The way to select the participants is important for the research success as stated by Hatch and Farhaday (1982), subject selection may influence the results of the research studies. As Seliger and Shohamy (1995:17) put it, there can be no absolute rule regarding the size of the subject population. Yet the rule of thumb is the larger the sample is, the better it is representative of its population.
However, the greater the size is, the smaller is the effect of individual variability or any other population-related variable on the research finding.
Thus in the current study, 312 students were chosen from the population of 1569 students and 100 secondary schools in stratified randomly selection which can improve the likelihood of representativeness (Freanken and Wallen, 2006:102). Among the 100 schools, 80 (80%) were public, 40 were denominational and the other 40 were public. Out of the 20 secondary schools from the private sector, 10 (10%) were non-denominational and the other 10 (10%) were private. Out of the 40 denominational secondary schools from the public sector, 4 small schools and 4 big ones were randomly selected. With regard to the 40 publics schools, 4 small schools and 4 big ones were selected randomly.
Similarly, from the private sector with 20schools, 10 were denominational, 1was small and 1 was a big school. They were randomly selected. From the other 10 private schools 1 small school and 1 big school were also selected by random choice. This means that the research was really conducted in 20 secondary schools: 16 secondary schools from the public sector represented 80% and 4 schools from the private representing 20% of the schools involved.
For the selection of the research sample, four lists of third, fifth and sixth form pupils in the schools were established. After that, from each list, the subjects were randomly selected by closing the eyes and putting the pen into each list at a certain number. Finally, 312 students were selected from the four lists in the interval of six with one pilot school.
The research design in this study consisted of one type of design: survey.
Seliger and Shohamy (1989:126) state that the methods used to collect data in descriptive research can be categorized in terms of the relative degrees of explicitness, which the data collection instruments require in the response of the subject.
Tests, surveys and questionnaires; self-reports and interviews, and observations are the instruments used for data collection in descriptive research which Seliger and Shohamy (1989:126) list. Of these instruments listed that are used in a descriptive research, surveys and questionnaires oral interviews were used in collecting data as they were deemed suitable for the study since data had to be collected from large groups of subjects.
Mainly, the data collection instrument used in the study was questionnaires. As Forcese and Richer (1973:85) explain, the questionnaires were used as they elicit reliable data and save time and they have the ability to reach a number of respondents.
However, quantitative method which describes phenomena in numbers and measures instead of words (Wiersma, 1995:12) was utilized to analyze the data.
The qualitative method was used for analyzing some of the questions in the questionnaires meant for Fizi territory girl’s studying in secondary schools. Questionnaires were defined by Brown (2001) as ‘any written instrument that presents responses with a series of questions or statements to which they are to react either by writing out their answers or by selecting from among pre-existing choice answers (Brown, 2001:6).
Questionnaires are necessary for investigating learning motivation as Seliger and Shohamy (1989:16) contend that questionnaires are mainly used to collect data on phenomena which are not easily observed, such as attitudes, motivation and concepts. That is why it can be said that the use of the questionnaires in the present study helped not only to know why Fizi territory girls’ lack motivation and interest in learning the English language but also to suggest some strategies to sustain their motivation and increase their interest in learning the English language.
Interviews were also used as a follow up to obtain information from secondary school English teachers. Brief, open interviews were conducted with a small sample of 7 secondary school teachers. The interviews were conducted with secondary school teachers despite its shortcoming that of not knowing whether the interviewee was telling the truth or not-the brief interviews were conducted for the researcher to clarify issues and obtain further details on the issue of home language use in the foundation phase. allow Most interviewees were skeptical of being tape-recorded (did not allow the researcher to record them) fearing that the information they gave might be used against them in future and get victimized. However, notes were taken from which the interviews data were reconstructed.
It is advisable (Kidder and Judd, 1986:243-245) that questionnaires be not designed or constructed without consultation from experienced professionals, but such advice is sought. The researcher, therefore, submitted the designed questionnaires to one professor English for input as well as to the supervisor of the study for suggestions and approval, before administering them to the intended respondents. That is what made them valid (student questionnaire and the teacher interview plan).
Anonymity and confidentiality were the two ethical considerations borne in mind in the study. To guarantee anonymity, participants’ names (as well as the information they offered) remained confidential. This was because to maintain individuals’ names could jeopardize the respondents’ comfort. The researcher also undertook to ensure that the respondents’ would only be interviewed on a voluntary basis. Appointments were made with the participants concerned and a letter of authorization granted by the faculty of letters and human sciences to carry out the research was photocopied and distributed to the authorities in the schools concerned.
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