Research questions

Research Questions 1 Running head: RESEARCH QUESTIONS

Research Questions Benjamin Stewart TEC 540: Research Techniques and Procedures Jacqueline Derby August 15, 2006

Research Questions 2 Research Questions This paper proposes three research questions for two different problem statements pertaining to second-language acquisition effects among Mexican collegiate English language learners. The primary differences between the two problem statements are twofold: 1. Problem statement one addresses specifically Mexican language learners and does not include action research.

2. Problem statement two is address to language learners in general and does include action research as part of the study.

Problem statement one Managing classroom time between behavioralism, cognitivism, and constructivism learning theories (with more emphases on the latter two) can be to the benefit of the language learner through improved motivation and consequently an increase in the acquisition of a second or foreign language.

Research question one. Will Mexican language learners at the collegiate level be more motivated and experience an increase in second-language acquisition in those classrooms that practice more cognitive and constructive learning theories over the behavioral learning theory?

Research question two. Is there a significant influence over motivation and second-language learning acquisition of Mexican language learners at the collegiate level when considering behavioral, cognitive, or constructive learning theories?

Research Questions 3 Research question three. Will Mexican language learners at the collegiate level be more motivated and experience an increase in second-language acquisition in those classrooms that practice a more constructive and cognitive learning theory respectively?

Problem statement two Managing classroom time between behavioralism, cognitivism, and constructivism learning theories (with more emphases on the latter two) can be to the benefit of the language learner through improved motivation which leads to an increase in second or foreign language acquisition through an increase in teacher training and dialog that fosters a constructive means of reflecting how teaching influences learning.

Research question one. Will teachers of English to students of other languages benefit from action research that focuses more on cognitive and constructive learning theories over the behavioral learning theory as it pertains to language-learner motivation and second-language acquisition?

Research question two. Do teachers of English to students of other languages incorporate a highly personalized method of teaching that would not benefit from action research that focuses on any particular learning theory as it pertains to language-learner motivation and second-language acquisition?

Research question three. Will teachers of English to students of other languages benefit from action research that focuses on collaborative teacher-input as to the best means of incorporating behavioralism, cognitivism, and constructivism in the languagelearning classroom as it pertains to language-learner motivation and second-language acquisition?

Research Questions 4 Conclusion Of the two problem statements mentioned, the former would probably be more feasible to perform. It’s likely that correlative relationships (as opposed to cause-andeffect relationships) would be involved and how these relationships are influenced by one particular study group (Mexican language learners at the collegiate level). The plan is to begin working closer to English department administrators to get their input as to whether it is necessary to modify the problem statement and/or hypothesis so I may begin my research by next summer.