Dr. Charles Nelson uses a case-study approach to analyze the evolution of the second language structure (L2) techniques from his tactical and compositional course. Case Studies are a dynamic, preliminary study that involves examining certain events in past theories and analyses (Zucker 2009). In its thesis “The Building Blocks and Reading” Nelson’s fundamental analysis also examines the scientific hypotheses of complex adaptive processes. Before the six-month study is evaluated, it was performed through several surveys and self-evaluations.
What I first liked about this week’s readings was the consistency and the focus of the research method, the case study, apart from my shock at the founder of “Building Blocks and Training.” This follows the ‘standard’ (loosely-used) style of study that students learn in their graduate years, particularly while reviewing the literature first, then gathering and evaluating case-specific data.
However (Masooch94 2019) notes that the hypotheses are formulated and the results are evaluated in detail. This is an example of rooted philosophy. Despite this disparity, the comparison between the two is identical, as shown in Zucker’s “How To Do Case Study Work” case studies, with the use of a negative case for contrast. A downside, though, was noticed in the same paragraph as the specific case study can be, as “generalization… is restricted to the case itself or the form of case.” A significant supporter of science, listed many times in the lectures, argues that such an incapacity to generalize entirely does not only entail case studies but all study. Furthermore, the case study is also interesting, as described above, in undergraduate courses. I remember following a Research and Technology lesson during my early undergrad years and the process was actually known. Students were invited to read and then suggest and perform research literature on a chosen topic. Of course, it’s a very scaled-down analysis because it was an introductory course of research in general, but only twenty random participants were questioned.
Dr. Nelson’s observations about the variableness, usability, and accessibility of building blocks for studying the structure and learning strategies of L2, as well as his demand for curricula to provide a range of simplified low-level foundations for a case study, are far more detailed and proficiently technical examples of a case study, So that they can take it and replicate it to fit their needs, cross it over, recombine it with previous strategies and substitute it in their position. The need for more analysis, typical results in academic studies, opens up the possibility of further observations that a similar study will be able to compare in the future. It would be my wish to provide further evidence of students’ growth, especially at the beginning of a semester, if I have one criticism of the research study. On-demand from the students I can understand the necessity of confidentiality, but I think it would be important to examine and reflect further the evaluations of the students.
The perspectives, tactics, and development of the pupil are clearly illustrated by the stories throughout the discussion section, such as Ahmet’s midterm and final assessments. Also, I found that the Writing Center has been listed throughout the report. I can see how uncertainty or embarrassing it would be if a student is asked to attend tutoring. Collaborative work was a key factor for students throughout the six months of Nelson’s analysis and several doubtful students noticed that the methodology was successful by the end of the six-month cycle. The mission of the Writing Center is primarily based on partnership.
Sessions are discussions, when students are taught by tutors, serve as information facilitators that the student may, but may not, grasp, and direct students to develop their overall writing, not just the one job they have completed. I assume that in this manner we try to keep to the different levels, thinking styles, and writing experiences of all students, and expect that their instructors do the same so that they receive equal help from all sides.
Questions:
- Does the order of building blocks change?
- Is a particular sequence of building blocks more effective?
- Are there other building blocks?
Works Cited
masooch94. “Iv. Case Study Research/‘Building Blocks and Learning.’” Writing Studies Research & Methods, 29 Apr. 2019, writingstudiesrm.home.blog/2019/03/04/iii-case-study-research-building-blocks-and-learning/.
Zucker, Donna M. “How to Do Case Study Research.” How to Do Case Study Research, 2009, https://www.researchgate.net/publication/39729804_How_to_Do_Case_Study_Research.
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