초록 열기/닫기 버튼
Teaching Chinese as a Foreign Language is an area of investigation which draws on many other fields such as linguistic theory, education, psychology, sociology, second language acquisition and others. It can't adopt the research paradigm of any one of these related fields but must develop methodologies of its own which allow for a variety of approaches and flexibility in investigating research questions. In this paper, we strongly propose that triangulation research methods will prove to be the best choices for the field of Teaching Chinese as a Foreign Language. In the social sciences, triangulation is often used to indicate that more than one method is used in a study with a view to double-or-triple-checking results in order to increase validity. By "triangulation", in this paper, we mean approaches which constitute a combination and integration of qualitative and quantitative elements. These elements may be so closely related as to be practically indistinguishable re: systematic content analysis. In other words, triangulation approaches are composed of a number of phases, some of which are qualitative, others quantitative; all, however, are equally necessary for achieving the objective of the approach. Triangulation approaches are grounded in a firmly positivist perspective, so we believe that qualitative work can assist quantitative work in providing a theoretical framework, contextualizing the problems, validating and analyzing survey data, interpreting statistical relationships and summarizing as well as interpreting the research results, etc. The reverse should also be true: quantitative work can assist qualitative. By doing so, we can correct the so-called "holistic fallacy".
키워드열기/닫기 버튼
Teaching Chinese as a Foreign Language, triangulation, qualitative, quantitative
