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1、INSIDETHE“BLACKBOX”:METHODOLOGICALISSUESINCLASSROOMRESEARCHONLANGUAGELEARNINGMichaelH.Long’UniversityofCalifornia,LosAngelesTwobasicapproachescharacterizeclassroomresearchonsecondlanguagelearning:interactionanalysisandanthropologicalobservation.Withineachapproachseveralm
2、ethodsareavailablefordatacollectionandanalysis.Proce-duresdescribedaretheuseofbehavioralobservationsystems,discourseanalysis,ethnography,constitutiveethnography,anddiarystudies.Strengthsandlimita-tionsofthesemethodsandofbothbasicapproachesareconsidered,andsugges-tionsare
3、madeforthedesignoffutureresearch.Thisworkneedstoincludeaclassroomobservationalcomponentinwhichlanguageacquisitionaswellasclassroomprocessvariablesaretreated.Inthiswayitwillbepossibletotestatheoryofsecondlanguageacquisitionwiththeaidofformalinstruction.I.INTRODUCTIONThe19
4、60’switnessedseveraltechnologicalandmethodologicalinnovationsinlanguageteachingandattemptsbyresearcherstoconductlargescalemethodologicalcomparisonswhich,itwashoped,wouldevaluatethem.2Withvaryingdegreesofsuccess,investigatorsattemptedexperimentalstudies.Wherepossible,larg
5、enumbersoflearnersorintactclasseswererandomlyassignedtoexperimentalandcontrolgroups.ThetreatmentconsistedofmethodA,B,orC.Afteracommonperiodofinstruction,sometimesaslongastwoyears,theachievementofallstudentsonthesametestswasobservedandcompared.Inmostcases,itseemed,methodA
6、,B,orCmadelittleornodifference.Inadditiontomanyoftheotherproblems-history,mortality,theHaw-thorneeffect,andsoon(Williams1965)-inherentinmethodologicalcom-parisonsofthiskind,studieslikethesetendtosufferfromtheinvestigators’inabilitytocontrolwhatgoesoninsidetheclassroom.Th
7、ereis,afterall,noclassroomobservationalcomponentinthedatacollectionforthiskindofresearch,thedesignforwhichisshownschematicallyinFigure1.Whereusedatall(asinSmith1970),classroomvisitsbyoutsideobserversusuallyhaveIamgratefultoKathiBailey,EvelynHatch,BobOchsner,andJohnSchuma
8、nnforhelpfulcommentsonanearlierversionofthispaper.See,forexample,Keating(1963),SchererandWertheimer(196
