Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-25T18:16:08.413Z Has data issue: false hasContentIssue false
  • English
  • Français

Eureka! or, How I learned to stop worrying and love the survey

Published online by Cambridge University Press:  19 August 2020

Celeste Kinginger
Celeste Kinginger*
Affiliation:
The Pennsylvania State University, USA
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

Two decades ago, a personally-addressed ten-page survey printed on salmon-colored stock appeared in my campus mailbox. An accompanying letter explained that the sender was a student collecting data for a graduate-level thesis and included contact information for the thesis advisor … in marketing. It was the one and only ‘Consumer Durable Goods Study’ I would ever receive as an applied linguist.

Type
First Person Singular
Information
Language Teaching , Volume 54 , Issue 1 , January 2021 , pp. 38 - 46
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

1

(a) In the popular imagination, the exclamation ‘Eureka!’ is attributed to the Greek mathematician Archimedes. According to legend, he first realized that the buoyancy of an object placed in water is equal in magnitude to the weight of the water the object displaces at a bathhouse, leapt out of his bath shouting ‘Heureka’ (‘I have found it’), and raced home through the streets naked. (b) For a century, ‘Eureka’ brand vacuum cleaners have remained a familiar fixture of budget-conscious U.S. households.

References

Atkinson, D. (2019). Second language acquisition beyond borders? The Douglas Fir Group searches for transdisciplinary identity. The Modern Language Journal, 103(Supplement), 113–121.CrossRefGoogle Scholar
Bruner, J. (1987). Two modes of thought. In Brunner, J. (Ed.), Actual minds, possible worlds (pp. 11–43). Cambridge, MA: Harvard University Press.Google Scholar
Cossard, M., & Salazar, R. (1967). French basic course units 1–12 revised. Washington, DC: Foreign Service Institute, United States Department of State.Google Scholar
Danzinger, K. (1997). Naming the mind: How psychology found its language. London, UK: SAGE Publications.Google Scholar
Davis, K. (1995). Qualitative theory and methods in applied linguistics research. TESOL Quarterly, 29(3), 427–453.CrossRefGoogle Scholar
Dewaele, J.-M. (2019). The vital need for ontological, epistemological and methodological diversity in applied linguistics. In Wright, C., Harvey, L., & Simpson, L. (Eds.), Voices and practices in applied linguistics: Diversifying a discipline (pp. 71–88). York, UK: White Rose University Press.CrossRefGoogle Scholar
Dunn, W., & Lantolf, J. (1998). Vygotsky's Zone of Proximal Development and Krashen's I + 1: Incommensurable constructs, incommensurable theories. Language Learning, 48(3), 411–442.CrossRefGoogle Scholar
Franklin, K. (2010). Long-term career impact and professional applicability of the study abroad experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 19, 169–190.CrossRefGoogle Scholar
Gould, S. J. (1981). The mismeasure of man. New York, NY: W. W. Norton and Company.Google Scholar
Gregg, K. (1993). Taking explanation seriously; or, let a couple of flowers bloom. Applied Linguistics, 14(3), 276–294.CrossRefGoogle Scholar
Gregg, K. (2000). A theory for every occasion: Postmodernism and SLA. Second Language Research, 16(4), 383–399.CrossRefGoogle Scholar
Gregg, K. (2001). A garden ripe for weeding: A reply to Lantolf. Second Language Research, 18(1), 79–81.CrossRefGoogle Scholar
Hadis, B. (2005). Why are they better students when they come back? Determinants of academic focusing gains in the study abroad experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 11, 57–70.CrossRefGoogle Scholar
Hammer, M. (2012). The Intercultural Development Inventory: A new frontier in assessment of intercultural competence. In Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.), Student learning abroad (pp. 115–136). Sterling, VA: Stylus Publishing.Google Scholar
Lantolf, J. (1996). SLA theory building: ‘Letting all the flowers bloom!’. Language Learning, 46(4), 713–749.CrossRefGoogle Scholar
Lantolf, J. (2001). Commentary from the flower garden: A response to Gregg (2000). Second Language Research, 18(1), 72–79.CrossRefGoogle Scholar
Lantolf, J., & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. New York, NY: Oxford University Press.Google Scholar
Larsen-Freeman, D. (2017). Just learning. Language Teaching, 50(3), 425–437.CrossRefGoogle Scholar
Long, M. (1993). Assessment strategies for Second Language Acquisition theories. Applied Linguistics, 14(3), 225–249.CrossRefGoogle Scholar
Paige, R. M., Fry, G., Stallman, E., Josic, J., & Jon, J. (2009). Study abroad for global engagement: The long-term impact of mobility experiences. Intercultural Education, 20(S1–2), S29–44.CrossRefGoogle Scholar
Plews, J. (2016). The post-sojourn in study abroad research-another frontier. Comparative and International Education/Éducation Comparée et Internationale, 42(2), 1–13.Google Scholar
Ratner, C. (1997). Cultural psychology and qualitative methodology: Theoretical and empirical considerations. New York, NY: Plenum Press.CrossRefGoogle Scholar
Schrauf, R. (2016). Mixed methods: Interviews, surveys, and cross-cultural comparisons. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Van Lier, L. (1994). Forks and hope: Pursuing understanding in different ways. Applied Linguistics, 15(3), 328–346.CrossRefGoogle Scholar
Van Lier, L. (2005). Case study. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 195–208). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, J. (2002). Voices of collective remembering. New York, NY: Cambridge University Press.CrossRefGoogle Scholar