Realization(s): Systemic-Functional Linguistics and the Language Classroom
SYSTEMIC FUNCTIONAL LINGUISTICS
Data collection and analysis
The exploratory and interpretive methodologies adopted in this study called for a cyclical and dialectic approach to data collection and analysis (Denzin & Lincoln, 1998). Initially we took an “objective” stance as non-participant observers. We did not explicitly tell the teachers that our interest was in SFL, although we did indicate that a focus of our observations was the teaching of grammar.
As the research proceeded, however, our interest in the teachers’ application of SFL naturally became apparent, something we did not attempt to conceal or deny. A dialectical approach developed. Our interviews with the teachers became more reflexive and conversational as we jointly explored their teaching practice and how it linked with their knowledge of SFL.
To conduct the research we adopted a number of procedures:
1. We went back to the contributions Sandra, Bobbi and others had made in online discussions in our course, and used these to frame our initial ideas for observations and interviews. We also used Sandra and Bobbi’s online data later in the study to compare their responses during our course with the interview data.
2. Before the first observation we asked the two teachers to write brief statements about their current classes and their greatest challenge in teaching grammar.
3. We conducted four lesson observations with each teacher. In total we observed approximately eight hours of teaching by each teacher.
4. Immediately before each class, we interviewed the teachers briefly about their goals for the lesson
5. Immediately after class we interviewed the teachers briefly for fifteen to twenty minutes to get their initial reactions. Long interviews were not conducted immediately after each lesson because of teaching constraints and delays in transcription.
6. All the data were transcribed in preparation for stimulated recall interviews. After the first observation, we conducted an hour-long interview with each teacher. The three subsequent observations were followed by a two-hour interview at the end of the study, again with each teacher. Before the interviews the teachers were sent the lesson transcripts so that they could check their accuracy. We asked the teachers to comment on any parts of the transcript they wished to discuss and we also selected segments for discussion ourselves,. Such an approach overcomes the difficulties of short-term memory as the participants can focus back on the actual discourse at the time, and both participants and researchers can offer interpretations of the events that can be directly linked back to specific points in the lesson (Nunan, 1992).
7. participants and researchers can offer interpretations of the events that can be directly linked back to specific points in the lesson (Nunan, 1992) From the beginning of the research we scanned the data manually through a continuous iterative process in order to analyze the major themes. This led to two types of analysis: i) analysis of the major themes emerging from the lessons relating to grammar; ii) analysis of the interview data. We analyzed the interview and observation data in order to identify emerging patterns and themes.
